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Education  in  Indiana 


AN    OUTLINE   OF   THE   GROWTH   OF   THE 
COMMON    SCHOOL   SYSTEM 


TOGETHER  WITH 


Statements  Relating  to  the   Condition  of   Secondary  and 

Higher  Education  in  the  State  and  a  Brief  History 

OF  THE  Educational  Exhibit 


I^rcparEti  for  tl)e  Houisiana  I^urcljase  ©jpo^ition,  tjelH  at  ®aint  Houw 
8@ap  1  to  f^obemfaer  30,  1904 


By  F.  a.  cotton 

State  Superintendent  of  Public  Instruction 


INDIANAPOLIS 

Wm.  B.  Burford,  Contractor  for  State  Printing  and  Binding 

May  I,  1904 


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CONTENTS. 

INTRODUCTION. 

INDIANA'S  EDUCATIONAL  EXHIBIT 
AT  THE  LOUISIANA  PUR- 
CHASE EXPOSITION. 


257636 

2— Education. 


CONTENTS. 


PAGES 

Introduction 9 

Indiana's    Educational   Exhibit    at   the    Louisiana   Purchase 

Exposition 16 

FIRST  DIVISION:     THE  SCHOOL  SYSTEM. 

I.     STATE  SUPERVISION 19-49 

A.  State  Superintendent  of  Public  Instruction 19 

1.  History 19 

2.  Administration 30 

a.    Election,  Tenure,  Deputies,  Salaries 30 

6.     Qualifications 30 

c.  General  Duties 31 

d.  Visits 31 

e.  Reports 31 

1.  To  the  Governor 31 

2.  To  the  General  Assembly 31 

/.     Course  of  Study 32 

g.     Township  Institute  Outlines 33 

h.     Arbor  and  Bird  Day  Programs 33 

I.     Teachers'  Minimum  Wage  Law 34 

j.     Schedules  of  Success  Items 34 

k.    State  Licenses 38 

I.    Reading  Circle  Board 38 

m.     State  Normal  School  Board  of  Trustees 39 

B.  The  State  Board  of  Education 39 

1.  History 39 

2.  Administration 40 

a.     Examinations 40 

h.     Regulations  Concerning  Examinations  and 

Licenses 40 

c.  School  Book  Commissioners 45 

d.  High  School  Commissions 45 

e.  State  Librarian 49 

/.     State  Normal  Visiting  Board 49 

IL     COUNTY  SUPERVISION 50-73 

A.    County  Superintendent 60 

1.  History 50 

2.  Administration 53 

a.     Tenure,  Eligibility,  Salary 53 

h.     Examinations 54 

c.  School  Visitation 68 

d.  Circulars 68 

(1) 


2  ^      EDUCATION  IN  INDIANA. 

2.     Administration — Continued.  pages 

e.     Reports 71 

/.     Township  Institutes 71 

g.     County  Institutes 72 

/*.     General  Duties 72 

B.     County  Board  of  Education 72 

1.  History 72 

2.  Duties 73 

III.  TOWNSHIP  SUPERVISION 74-79 

A.  Township  Trustee 74 

1.  History    74 

2.  Administration 74 

a.  Election,  Tenure,  Qualifications 74 

b.  General  Educational  Duties    75 

c.  Graded  High  Schools 75 

d.  Centralization  of  Rural  Schools 75 

e.  Report  to  Advisory  Board 76 

/.     Report  to  County  Superintendent 76 

g.     Report   of   Enumeration  to  County    Superin- 
tendent    76 

h.     Transfer  of  Pupils 77 

i.     Poor  Children  Provided  for 77 

j.     Parental  Homes 77 

k.    School  Directors ^ 77 

I.    Annual  Expenditures 78 

B.  Advisory  Board 79 

1.     Duties 79 

IV.  CITY  AND  TOWN  SUPERVISION 80-84 

A.  The  Superintendent 80 

1.  History 80 

2.  Administration 80 

a.  Tenure  and  Qualifications 80 

b.  Duties 80 

B.  City  and  Town  School  Boards 81 

1.  History 81 

2.  Administration 81 

a.  Tenure  and  ^Qualifications 81 

b.  General  Duties 81 

c.  Reports 82 

d.  Kindergartens 82 

e.  Manual  Training 82 

/.     Night  Schools 83 


EDUCATION  IN  INDIANA.  3 

PAGES 

0.     Statistics  from  Cities  of  10,000  and  Over  Relating 

TO 84 

1.  Manual  Training 84 

2.  Kindergartens 84 

3.  Night  Schools 84 

4.  Departmental  Work 84 

V.     EDUCATION  OF  COLORED  CHILDREN 85 

VI.     THE  TEACHER 86-1 16 

1.  Tenure 86 

2.  Contracts 86 

3.  Reports 88 

%               4.     Wages 90 

5.  School  Term ,91 

6.  Qualifications 92 

7.  TJie  Common  School  Teachers , 92 

8.  The  Primary  Teacher 94 

9.  Tlie  High  School  Teacher 94 

10.     General  Duties 95 

"       11.     Examination  Questions 95 

a.  For  County  and  State  Common  School  License 

and  First  Division  Sixty  Months'  State  Li- 
cense    95 

b.  For  Primary  License 99 

c.  For  County  and  State  High  School  and  Sec- 

ond Division  Sixty  Months 101 

d.  For  Professional  and  First  Division  Life  State 

License 104 

e.  For  Second  Division  Life  State  License 108 

/.     For  Life  State  License  for  graduates  of  higher 

institutions  of  learning  only Ill 

12.     Professional  Training 114 

a.  Indiana  University , 114 

b.  State  Normal  School 115 

c.  City  Training  Schools 115 

d.  Colleges  and  Universities 115 

e.  Independent  Normal  Schools 115 

/.     The  County  Institutes 116 

g.     The  Township  Institutes 116 

h.     Teachers'  Reading  Circles 116 

i.     Teachers'  Associations 116 


4  EDUCATION  IN  INDIANA. 

PAGES 

VII.     COMPULSORY  EDUCATION 117-125 

A.  The  Law 117 

a.     Children  between  ages  of  7  and  14  must  at- 
tend scliool 117 

h.     County  Truant  officer — Duties 117 

c.  City  and  Town  Truant  Officer — Duties 117 

d.  Salary  of  Truant  Officer 118 

e.  School  Official  and  Teachers  must  make  re- 

ports.   118 

/.     Poor  Children  Assisted 118 

g.     Parental  Home  for  Incorrigibles 119 

h.     Confirmed  Truants — Disposition  of 119 

i.     Tax  for  Executing  Compulsory  Law 119 

j.     Enumeration  of  Children 119 

k.     Names   of   Children   furnished  to  Truant  Of- 
ficer   119 

B.  Statistics  on  Truancy '. .  120 

C.  Influence  and  Cost  of  Compulsory  Law 121 

D.  The  Child  Labor  Law 122 

E.  Illiteracy  in  Indiana 123 

Vm.     TEACHERS'    AND    YOUNG    PEOPLE'S    READING 

CIRCLES 126-132 

1.  Teachers'  Reading  Circle 126 

2.  Young  People's  Reading  Circle 129 

IX.     ASSOCIATIONS  AND  INSTITUTES 133-161 

A.    Associations 133 

1.  State  Teachers'  Association 133 

a.     Historical  Sketch 133 

2.  Southern  Indiana  Teachers'  Association 141 

a.  Historical  Sketch 141 

b.  Program 141 

3.  Northern  Indiana  Teachers'  Association 144 

a.  Historical  Sketch 144 

b.  Program 144 

4.  City  and  Town  Superintendents'  Association 148 

a.     Historical  Sketch 148 

5.  County  Superintendents'  State  Association 154 

a.  Historical  Sketch 154 

b.  Program 154 

6      County  Associations 155 


EDUCATION  IN  INDIANA.  5 

PAGES 

B.    Institutes 156 

1.  Oonnty  Institutes 156 

a.     Statement 156 

6.     The  Law 157 

c.     Statistical  Summary 158 

2.  Township  Institutes 161 

a.     Statistics 161 

h.     The  Law 161 

X.     SCHOOL  JOURNALS 162-165 

A.  Indiana  School  Journal ^ 162 

B.  The    Teacher's    Journal    and    other    Educational 

Papers 163 


XI.     INDIANA  UNION  OF  LITERARY  CLUBS     166-173 


Xn.     SCHOOL  FUNDS  174-177 

A.  CoacvioN  School  Fund  174 

1.     History 174 

B.  Congressional  Township  Fund     175 

1.     History 175 

C.  Table  Showing  Increase  in  Funds  from  1853  to  1903 ...  177 

XIH.     SCHOOL  REVENUES 178-180 

A.  Tuition  Revenues 178 

1.  From  State 178 

a.  From  State  Taxation 178 

b.  From  Interest  on  Common  School  Fund 178 

2.  From  Local  Sources 178 

a.     From  Local   Taxation   (township,   town   and 

city) 178 

h.     From  Dog  Tax 179 

c.  From  Liquor  License  Tax 179 

d.  From  Interest  on  Congressional  Fund 179 

B.  Special  School  Revenue 180 

1.     From  Local  Sources 180 

a.    From  Local  Taxation 180 

XIV.     COMPARATIVE  TABLES  ON  FUNDS  AND  REVENUES.  .181-190 


EDUCATION  IN  INDIANA. 
SECOND  DIVISION:     SECONDARY  EDUCATION. 

PAGES 

I.     HIGH  SCHOOLS 193-498 

A.  Commissioned  High  Schools 193 

1.  General  Statement 193 

a.    High  School  Statistics 194 

2.  Course  of  Study  for  Commissioned  High  Schools ...  195 

a.     Introduction 195 

h.     Outline  Course 196 

c.  Detailed  Course 196 

d.  List  of  Books — Supplementary 211 

3.  List  of  Commissioned  High  Schools 215 

4.  The  Professional  Training  of  High  School   Teach- 

ers   219 

5.  Statistics  and  Illustrations  of  Commissioned  High 

Schools 232 

B.  Township  High  Schools 471 

1.  Statement  Concerning 471 

2.  The  Law 471 

3.  History 472 

C.  Academies 477 

1.  Friends'  Academies 477 

a.  Spiceland 477 

h.  Bloomingdale 478 

c.  Central 479 

d.  Fairmount 479 

e.  Westfield 482 

/.  Amboy 482 

2.  Military  Academies 483 

a.     Culver 483 

h.     Howe 484 

3.  Girls'  Academies 486 

a.     Girls'  Classical  School 486 

h.     Knickerbocker  School 487' 

c.     Tudor  Hall 487 

4.  Catholic  Academies 488 

a.     St.  Mary's  of  the  Woods 488 

h.     St.  Augustilie's 489 

c.  Convent    and  Academy  of   the  Sisters  of  the 

Third  Regular  Order  of  St.  Francis 489 

d.  St.  Joseph's,  Evansville 490 

e.  St.  Rose's 490 


EDUCATION  IN  INDIANA.  7 

Catholic  Academies — Continued.  pages 

/.     St.  Meinrad  College 491 

g.     St.  John's 491 

h.     St.  Mary's,  Indianapolis 492 

I.     St.  Charles 493 

j.     Sacred  Heart 493 

k.    St.  Michael's 493 

I.     St.  Mary's  Academy,  Notre  Dame 493 

m.     Academy  of  Immaculate  Conception 494 

n.     Jasper  College 494 

0.     St.  Joseph  College 496 


THIRD  DIVISION:     HIGHER  EDUCATION. 

I.     UNIVERSITIES,  COLLEGES  AND  NORMAL  SCHOOLS.  .501-604 

A.  State  Institutions 501 

1.     Statement 501 

a.     Indiana  University 503 

h.     Purdue  University  509 

c.     The  Indiana  State  Normal  School 515 

B.  Denominational  Institutions 520 

1.     Statement.... 520 

a.  DePauw  University 520 

b.  Notre  Dame  University 535 

c.  Butler  University 543 

d.  Taylor  University 545 

e.  Hanover  College  546 

f.  Wabash  College 548 

(J.     Earlham  College 551 

Ih.     Franklin  College 554 

■i.     Moore's  Hill  College 555 

}.     Concordia  College 560 

k.     Union  Cliristian  College 561 

/.     North  Manchester  College  563 

C.  Private  Institutions 564 

a.  Vincennes  University 564 

h.  Oakland  City  College 569 

c.  Valparaiso  College 571 

d.  The  Central  Normal  College 575 

e.  Tri-State  Normal  College 578 

f.  Marion  Normal  College 578 

g.  Rochester  Normal  University 580 

h.  Goshen  College 581 

i.  Indiana   Kindergarten  and   Primary   Normal 

Training  School  582 


EDUCATION  IN  INDIANA. 

PAGES 

Special  State  Institutions 584 

1.     Statement 584 

a.  Indiana  State  School  for  the  Deaf 684 

b.  Indiana  State  School  for  the  Blind 592 

c.  Indiana    State    School    for    Feeble-Minded 

Youth 594 

d.  Indiana   State    Scliool  for  Soldiers'  and  Sail- 

ors' Orphans 596 

e-.     Indiana  Boys'  School 598 

/.     Indiana  Industrial  School  for  Girls 600 

g.    Indiana  Reformatory 601 


INTRODUCTION. 


SIGNIFICANT  LEGISLATION. 

It  was  in  May,  1785,  that  Congress  passed  an  act  providing  for 
a  survey  of  the  Northv^est  Territory  which  should  divide  it  into 
townships  six  miles  square,  each  township  to  be  further  subdivided 
into  thirty-six  sections  each  one  mile  square  and  containing  six 
hundred  and  forty  acres.  This  act  also  provided  that  Section  16 
in  every  township  should  be  reserved  for  the  maintenance  of  public 
schools.  Here  we  have  the  origin  of  what  have  come  to  be  consid- 
ered the  two  most  significant  factors  in  the  development  of  Indi- 
ana's school  system — the  township  unit  and  the  first  source  of 
revenue.  The  famous  ordinance  of  1787,  to  which  we  trace  so 
largely  the  origin  of  our  free  institutions,  set  up  for  us  a  high  ideal, 
which  has  dominated  olir  work  in  education :  ^'Religion,  morality, 
and  knowledge  being  necessary  to  good  government  and  the  happi- 
ness of  mankind,  schools  and  the  means  of  education  shall  be  for- 
ever encouraged."  An  act  of  1804  authorized  that  a  township  of 
land  be  set  apart  near  Vincennes  to  be  used  in  founding  a  college. 
In  1816  the  act  which  made  Indiana  a  state  provided  for  a  section 
in  each  township  for  the  use  of  schools,  and  also  that  one  entire 
township,  in  addition  to  the  one  heretofore  reserved  for  that  pur- 
pose, be  reserved  for  the  use  of  a  seminary  of  learning.  The  con- 
stitution adopted  in  1816  provided  for  township  schools,  county 
seminaries,  and  state  university,  ascending  in  regular  gradation, 
with  free  tuition  and  equally  open  to  all.  In  1818  the  general 
assembly  of  Indiana  passed  a  law  making  it  the  duty  of  the  gov- 
ernor to  appoint  for  each  county  a  seminary  trustee,  who  was  to 
accumulate  and  invest  funds  arising  from  exemption  moneys  and 
fines,  as  provided  in  the  constitution,  and  looking  to  the  establish- 
ment of  a  high-grade  secondary  school  in  each  county  that  should 
receive  pupils  from  the  township  schools  and  fit  them  for  the  uni- 
versity. In  1821  the  general  assembly  appointed  a  committee  of 
seven  to  report  to  the  next  general  assembly  a  bill  providing  for  a 

(9) 


10  EDUCATION  IN  INDIANA. 

general  system  of  education  ascending  in  regular  gradation  from 
township  schools  to  a  state  university.  The  work  of  this  connnit- 
tee  resulted  in  the  laAV  of  1824,  which  made  the  system  consist  of 
the  rural  school,  the  county  seminary,  and  the  state  seminary.  .No 
provisions  whatever  were  made  for  town  or  city  schools.  Indeed, 
the  schools  during  all  these  years,  and  for  many  years  longer,  de- 
pended wholly  upon  the  sentiment  of  the  community.  In  1883  a 
law  made  some  attempt  to  ehiborate  the  sy,7tem  by  providing  for 
a  county  connnissioner  of  education,  three  township  trustees,  and 
three  trustees  in  each  school  district. 

SLOW  DEVELOPMENT. 

These  acts  tell  the  story  of  the  progress  of  education  in  Indiana 
to  the  middle  of  the  nineteenth  century.  School  systems  arc  not 
nuide  by  the  paps-\ge  of  laws — except  on  ])aper.  The  Indiana 
system  was  on  paper.  The  ideals  were  good,  but  they  could  not  be 
realized  for  more  rers(  ns  tlian  one.  The  resources  were  meager, 
and  in  many  cases  not  ])r(iperly  cared  for.  Tlie  county  seminaries 
furnished  practically  the  only  opportunity  for  education,  and  this 
opportunity  was  poor  enougli,  with  a  few  exceptions.  The  bui'd- 
ings  "|u*()vided  were  poor,  the  equi])ment  was  ])oor,  and  those  who 
attended  had  tuition  to  pay.  The  day  of  freo  schools  for  all  was 
afar  off,  and  illiteracy  grew  apace.  The  people  were  busy  felling 
forests  and  draining  swamps,  and  making  for  themselves  homes. 
They  exhausted  their  time  and  their  energy  in  providing  for  their 
families  the  necessities  of  life,  and  in  battling  with  malaria  and 
other  prevalent  diseases.  So  they  had  no  leisure  for  the  contem- 
plation of  educational  problems,  and  the  spiritual  life  had  to  wait. 
Then,  it  must  be  remembered  that  our  forefathers  came  from 
such  diverse  sections  that  the  population  was  made  up  of  almost 
every  shade  of  belief,  and  with  manners  and  customs  as  varied  as 
the  regions  Avhence  they  came,  ^ew  England,  the  Virginias,  and 
the  Carolinas  contributed  to  the  tide  of  emigration  that  settled  our 
state,  and  the  National  Road  became  a  dividing  line  between  two 
sections  that  were  to  develop  a^'reat  commonwealth.  With  such  a 
diversity  of  opinions  upon  all  subjects,  it  is  not  strange  that  educa- 
tipnal  progress  was  slow.  The  people  were  slow  to  impose  upon 
themselves  so-called  burdens  of  taxation  for  public  education,  and 
it  took  a  lona'  struffode  to  brins:  about  a  different  notion. 


EDUCATION  IN  INDIANA.  ll 

THE  NEW  CONSTITUTION. 

Caleb  Mills,  who  came  to  Indiana  in  the  thirties  as  principal  of 
the  school  at  Crawfordsville  (which  afterwards  became  Wabash 
College),  probably  did  more  than  any  other  man  to  bring  a  change 
of  opinion.  It  was  he  who  by  his  insistent  messages  inspired  the 
law  of  1849  and  dictated  practically  the  educational  sentiment  of 
the  new  constitution.  Of  course,  there  had  been  many  men  of  high 
ideals,  splendid  teachers,  who  had.  come  to  the  state  at  different 
times,  and  who  with  real  missionary  zeal  had  furthered  the  cause 
of  education.  M.  Rivet,  a  Frenchman  who  had  fled  to  this  country 
at  the  time  of  the  French  Revolution — a  well-educated,  cultured 
gentleman — taught  school  at  Vincennes  as  early  as  1793.  Then, 
such  men  as  John  I.  Morrison  and  Barnabas  C.  Hobbs  conducted 
schools  from  which  young  men  w^ent  to  college,  and  afterwards 
located  in  other  towns  in  the  state  and  opened  schools  of  their  own. 
It  was  through  such  men  as  these  that  the  seminaries  and  private 
academies  were  maintained  in  the  forties  and  fifties.  As  many  as 
seventy-three  of  these  schools  had  been  established  before  1850. 
Aside  from  the  eflicient  work  which  these  schools  did  in  particular 
cases,  they  were  of  inestimable  service  in  keeping  the  question  of 
education  before  the  people.  The  people  still  believed  that  parents 
should  decide  what  education  their  children  should  have,  and 
should  provide  it  for  them.  They  had  not  yet  come  into  the  notion 
that  every  child  has  a  right  to  an  education,  and  that  it  is  to  the 
public's  interest  to  promote  it  by  taxation.  Secondary  education 
was  thought  to  belong  to  private  enterprises  and  religious  organi- 
zations. Seminaries  similar  to  those  established  by  the  counties 
were  founded  by  the  churches,  out  of  which  grew  many  of  the 
denominational  colleges  that  are  still  flourishing  and  doiijg  good 
work.  Among  these  may  be  mentioned  Wabash  and  Hanover, 
Presbyterian;  DePauw  and  Moore's  Hill,  Methodist;  Franklin, 
Baptist ;  Earlham,  Friends ;  Butler,  Christian ;  and  N^otre  Dame, 
Catholic.  It  was  the  fact  that  these  provisions  had  been  made  for 
secondary  and  higher  education,  and  that  no  systematic  provisions 
had  been  made  for  common  schools',  that  led  Caleb  Mills  to  under- 
take the  work  which  he  did.  *  He  and  the  men  wjiom  he  associated 
with  him  succeeded  in  arousing  the  people  to  a  sense  of  their  re- 
sponsibility.    The  first  fruit  of  their  labors  came  in  the  law  of 


12  EDUCATION  IN  INDIANA, 

1849,  the  most  significant  provisions  of  which  was  the  consolida- 
tion of  schools  in  the  districts.  It  is  an  interesting  fact  that  before 
the  middle  of  the  nineteenth  century  Mills  had  seen  the  real  solu- 
tion of  the  problem  of  education  in  a  democracy,  and  had  named 
consolidation  as  the  key.  Out  of  this  thought  came  the  idea  of 
centers  of  learning  in  districts,  townships,  and  towns,  with  combi- 
nations possible  in  districts  and  townships,  and  finally  with  combi- 
nations possible  between  and  among  districts  and  townships.  This 
made  the  township  graded  school  possible,  which  in  turn  made 
possible  and  necessary  the  township  high  school.  Mills,  in  his 
messages  to  the  legislature  in  the  forties,  and  afterward  in  his  re- 
ports as  state  superintendent  of  public  instruction,  goes  over  all 
the  arguments  for  consolidation  and  centralization  of  district 
schools.  It  was  through  such  men  as  Mills  on  the  outside,  and 
John  I.  Morrison,  chairman  of  the  educational  committee  in  the 
constitutional  convention,  that  education  received  recognition  in 
the  new  constitution.  With  the  new  constitution  and  the  law  of 
1852,  the  township  became  the  political  and  the  school  unit  of  the 
state.  This  fact  is  of  the  largest  significance  in  dealing  with  the 
Indiana  school  system,  for  Indiana  was  probably  the  first  state  to 
make  the  township  the  school  unit.  The  claims  made  for  it  and 
admitted  need  not  be  repeated  here.  The  new  constitution  gave 
state  supervision,  and  the  people  shortly  voted  in  favor  of  taxation 
for  the  maintenance  of  schools.  The  movement  forward  with  the 
new  constitution  was  interrupted  by  unfavorable  decisions  of  the 
courts  and  by  the  coming  of  the  Civil  War.  In  the  early  sixties 
from  these  causes  the  schools  suffered  and  dropped  to  the  lowest 
level.  It  was  not  until  after  the  Civil  War  that  the  revival  came. 
The  Supreme  Court  held  that  local  levies  for  tuition  and  com- 
mon-school revenues  were  constitutional,  thus  making  it  possible 
for  towns  and  townships  to  provide  for  terms  of  school  of  respect- 
able length.  This  really  was  the  beginning  of  public  education  in 
Indiana.  Out  of  all  these  influences,  with  the  township  as  the 
unit  and  center  of  educational  activity,  came  township  and  county 
supervision  and  township  and  town  and  city  high  schools.  It  was 
an  evolution  and  came  naturally.  The  closing  years  of  the  last 
century  witnessed  a  rapid  development  of  our  school  system. 


EDUCATION  IN  INDIANA.  13 

SIGNIFICANT  FEATURES  IN  SYSTEM. 

The  attention  of  the  student  of  education  is  called  to  what  are 
believed  to  be  significant  features  in  the  Indiana  system. 

First,  the  system  has  developed  from  the  bottom  to  the  top,  from 
lower  to  higher  education,  from  common  schools  to  special  schools, 
from  the  people. 

Second,  the  unit  of  the  system  is  the  township  for  the  education- 
al affairs  of  which  one  trustee  elected  by  the  people  is  responsible. 
It  may  be  proper  to  say  here  that  the  chief  adverse  criticisms  to 
this  arrangement  have  been  three:  (1)  Too  great  power  placed  in 
one  man's  hands  with  no  check  on  expenditure  of  funds.  (2)  No 
educational  qualifications.  (3)  The  incongruity  of  the  triple  duty 
placed  upon  the  officer,  namely,  looking  after  the  paupers,  the 
roads  and  the  schools.  The  first  defect  has  lately  been  remedied 
by  the  provision  of  an  advisory  board.  The  second  is  being  grad- 
ually eliminated  by  the  people  who  attach  great  importance  to  the 
office  on  account  of  the  schools.  As  a  consequence  the  third  defect 
has  been  reduced  to  the  minimum. 

Third,  the  township  trustees  constitute  the  appointing  power  of 
the  superintendent  of  the  county  schools.  In  recent  years  the  edu- 
cational and  professional  qualifications  of  this  officer  have  been 
increased  and  as  a  consequence  better  men  are  filling  these  places. 
It  is  believed  that  this  mode  of  election  removes  the  office  further 
from  politics  than  it  would  be  with  direct  election  by  the  people. 

Fourth,  the  state  superintendent  of  public  instruction  is  elected 
by  the  people,  among  whom  there  is  a  perceptible  tendency  to 
attach  more  importance  to  the  office  and  to  demand  better  qualifi- 
cations on  the  part  of  the  incumbent. 

Fifth,  the  state  board  of  education,  membership  of  which,  with 
the  exception  of  three  members,  is  determined  ex-officio,  has  always 
been  considered  a  unique  feature  of  the  system.  In  recent  years 
the  three  members  were  added  and  the  appointive  power  was 
placed  in  the  governor  of  the  state,  who  is  himself  a  member  of  the 
board  ex-officio.  This  board  has  legal  and  advisory  control  of 
the  primary  and  secondary  education  of  the  state.  Township  trus- 
tee, county  superintendent,  state  superintendent  of  public  instruc- 
tion, and  this  board  constitute  the  entire  machinery  of  the  common 
schools. 


14  EDUCATION  IN  INDIANA. 

Sixth,  ample  provision  has  been  made  for  higher  education  in 
the  university  at  Bloomington,  the  technical  and  agricultural 
school  at  Lafayette  and  the  normal  school  at  Terre  Haute,  all  of 
which  are  a  part  of  the  system  and  receive  students  from  the  high 
schools  without  examination.  These  institutions  keep  in  close 
touch  with  the  primary  and  secondary  schools  and  the  tendency  is 
constantly  toward  higher  standards. 

Seventh,  the  student  of  education  will  not  overlook  the  impor- 
tance to  be  attached  to  the  large  number  of  excellent  private  schools 
and  colleges  in  the  state.  These  furnish  every  phase  of  education 
to  a  great  and  growing  army  of  students. 

Eighth,  referring  again  to  the  township  as  the  unit,  it  may  be 
significant  that  the  present  tendency  is  toward  centralization. 
With  the  advent  of  better  roads  and  better  facilities  of  travel 
there  has  come  the  demand  for  a  perfect  and  complete  school, 
covering  the  entire  range  of  primary  and  secondary  work  in  the 
center  of  each  township.  This  demand  is  being  rapidly  met  and 
it  is  the  hope  of  the  present  state  superintendent  to  provide  for 
every  country  boy  and  girl  just  as  good  school  privileges  as  are 
found  in  towns  and  cities  in  kind  of  work  done  and  in  length  of 
term. 

Ninth,  particular  attention  may  be  directed  to  the  provision 
made  for  the  better  preparation  of  the  teachers.  Aside  from  the 
scliools,  the  teachers'  associations,  teachers'  reading  circle,  county 
institute,  and  towmship  institute  should  be  mentioned  as  worth  the 
student's  attention.  Particular  stress  may  be  placed  upon  the 
work  of  the  township  institute,  which  has  come  to  be  one  of  the 
important  factors  in  the  work  of  the  county  superintendent. 

Tenth,  finally,  it  ought  to  be  noted  that  while  the  development  of 
education  in  the  state  has  been  made  to  depend  upon  the  people 
and  has  been  in  a  sense  on  the  principle  of  local  option,  there  is 
the  notion  that  the  whole  state  is  responsible  and  that  it  should 
provide  from  the  common  funds  for  any  local  disability  on  ac- 
count of  low  property  value  and  meager  population. 

FASSETT  A.  COTTOX, 

State  Superintendent  of  Public  Instruction. 
Indianapolis^  Tnd.,  May  1,  1904. 


Indiana's    Educational   Exhibit   at   the 
Louisiana  Purchase  Exposition. 


By  an  act  of  the  general  assembly  of  Indiana,  effective  March 
0,  1903,  a  commission  was  created  and  empowered  to  provide 
for  an  adequate  representation  of  the  resources,  industries,  prog- 
ress, institutions  and  attainment^  of  the  state  of  Indiana  at  the 
Louisiana  Purchase  Exposition,  to  be  held  in  Saint  Louis  in 
1904.  The  act  provided  for  the  appointment  of  the  members  of 
this  commission  by  the  governor  of  the  state,  who  appointed 
the  following  commissioners :  Newton  W.  Gilbert,  Fort  Wayne ; 
Henry  W.  Marshall,  Lafayette;  J.  W.  Cockrum,  Oakland  City; 
W.  W.  Wicks,  Bloomington;  W.  W.  Stevens,  Salem;  W.  H. 
O'Brien,  Lawrenceburg ;  Crawford  Fairbanks,  Terre  Haute; 
D.  W.  Kinsey,  Xew  Castle;  Nelson  A.  Gladding,  Indianapolis; 
Frank  C.  Ball,  Muncie;  C.  C.  Shirley,  Kokomo;  Fremont 
Goodwine,  Williamsport ;  Joseph  B.  Grass,  Huntington;  S.  B. 
Fleming,  Fort  Wayne,  and  W.  W.  Mix,  Mishawaka.  The  act 
conferred  upon  the  commission  full  power  to  determine  the  nature 
and  extent  of  exhibits,  to  employ  agents  for  the  organization 
and  management  of  such  exhibits,  aand  to  provide  for  the  conven- 
ience and  comfort  of  the  people  of  the  state  who  might  be  in 
attendance  upon  the  exposition.  The  act  carried  an  appropria- 
tion of  $150,000.  Of  this  fund  $10,000  were  appropriated  for 
the  purpose  of  an  exhibit  of  the  educational  facilities  and  progress 
of  the  state.  A  committee  on  education  was  appointed  of  the 
members  of  the  commission,  namely,  Fremont  Goodwine,  chair- 
man, C.  C.  Shirley  and  D.  W.  Kinsey. 

The  committee  on  education  requested  the  endorsement  and 
co-operation  of  the  state  board  of  education,  which  was  readily 
given.  It  also  requested  the  state  superintendent  of  public  in- 
struction to  take  charge  of  the  preparation  of  the  exhibit.  Mr. 
Cotton  assumed  this  responsibility,  and,  with  his  assistants, 
devoted  much  of  the  summer  of  1903  to  awakening  an  interest 

2>^— Education.  (15) 


16  EDUCATION  IN  INDIANA. 

in  the  matter  in  all  parts  of  the  state.  It  was  early  determined 
to  make  an  honest  showing  of  the  status  of  school  work  of  the 
state  under  all  economic  and  geographical  conditions.  The  mate- 
rial for  such  exhibit  must  come  from  all  the  schools.  It  became 
necessary,  therefore,  to  wage  a  cam])aign  in  behalf  of  the  move- 
ment. It  is  to  the  credit  of  Mr.  Cotton  and  the  deputy  superin- 
tendent, Mr.  Lawrence  McTurnan,  that  sixty-nine  counties  out  of 
ninety-two,  one  hundred  and  twenty-seven  towns  and  cities,  and 
practically  all  the  colleges  and  libraries  of  Indiana  contributed 
special  exhibits.  This  labor  involved  the  presentation  of  the 
question  before  county  institutes,  teachers'  associations,  and  other 
educational  meetings,  conferences  with  county  superintendents,  a 
convention  of  city  superintendents,  the  issue  of  a  number  of  bulle- 
tins to  school  officials  and  a  vast  deal  of  correspondence.  With 
this  large  preliminary  work  accomplished,  upon  the  request  of 
Superintendent  Cotton  ,  the  commission  appointed  the  under- 
signed, superintendent  of  schools  of  Crawfordsville,  manager  of 
the  exhibit.  The  manager  acts  in  the  capacity  of  agent  jointly  of 
the  commission  and  of  the  department  of  public  instruction.  He 
assumed  the  responsibility  of  collating  and  organizing  the  mate- 
rial of  the  exhibit  in  December,  1903,  and  has  succeeded,  with  the 
co-operation  of  the  department  of  public  instruction  and  a  number 
of  prominent  county  and  city  school  men,  in  submitting  to  the 
public  the  most  general  and  faithful  representation  of  all  phases 
and  conditions  of  educational  effort  in  Indiana  ever  made. 

Through  the  kindness  of  the  educational  committee  it  was 
made  possible  for  the  state  department  of  public  instruction  to 
issue  this  special  report  on  the  schools  of  Indiana — a  volume  of 
more  than  six  hundred  pages. 

W.    A.    MiLLIS. 


FIRST  DIVISION. 

THE  SCHOOL  SYSTEM. 


(17) 


I.    State  Supervision. 


A.    STATE  SUPERINTENDENT  OF  PUBLIC 
INSTRUCTION. 

1.     HISTOKY. 

In  1843,  the  treasurer  of  state  was  made  superintendent  of  com- 
mon schools,  ex-officio.  The  treasurer  was  chosen  because  the 
duties  were  financial  rather  than  educational,  the  preservation  and 
management  of  the  school  fund  being  the  chief  requirement  of  the 
office.  It  is  true  he  was  required  to  make  annual  reports  to  the 
general  assembly,  showing  "the  condition  and  amount  of  funds 
and  property  devoted  to  education ;  the  condition  of  colleges,  acad- 
emies, county  seminaries,  conmion  schools,  public  and  private; 
estimates  and  accounts  of  school  expenditures,  and  plans  for  the 
management  and  improvement  of  the  common  school  fund,  and  for 
the  better  organization  of  the  common  schools,"  but  his  chief  duty 
was  to  look  after  the  finances  of  the  schools. 

The  state  treasurers  who  acted  in  this  capacity  were  George  H. 
Duuu,  1841  to  1844;  Eoyal  Mayhew,  1844  to  1847 ;  Samuel  Han- 
nah, 1847  to  1850;  James  P.  Drake,  1850  to  1853.  In  1852  the 
state  treasurer  was  relieved  of  his  school  duties  by  the  creation  of 
the  office  of  state  superintendent  of  public  instruction.  It  was 
made  an  elective  office  with  a  term  of  two  years  and  an  annual 
salary  of  $1,300.  His  duties  were  "to  spend  each  term  at  least 
ten  days  in  each  of  the  ten  judicial  circuits ;  to  recommend  a  list 
of  books,  and  superintend  the  purchase  and  distribution  of  the 
township  libraries;  to  determine  appeals  from  township  trustees; 
to  have  a  watchful  care  of  the  educational  funds;  to  prepare  all 
blank  forms  for  his  office  and  receive  funds  from  county  auditors 
and  treasurers,  township  trustees  and  clerks ;  to  report  to  the  gen- 
eral assembly  and  the  governor;  to  examine  all  applicants  for 
license ;  to  preside  at  all  meetings  of  the  state  board  of  education 

(19) 


20  EDUCATION  IN  INDIANA. 

and  to  address  the  board  upon  his  induction  into  office,  setting 
forth  his  views  of  the  best  method  of  giving  efficiency  to  our  educa- 
tional system,  with  such  suggestions  as  he  deemed  worthy  of  their 
consideration.''  In  the  early  years  of  the  existence  of  the  office 
the  superintendent  was  really  the  sole  educational  official  in  the 
state  department.  Following  is  a  complete  list  of  the  superintend- 
ents who  have  held  the  office  up  to  the  present  time : 

Beginning  of  Close  of 

Names.  Term.  Term. 

William  Clark  Larrabee Nov.    8,  1852.  .Nov.    8,  1854.  .Term  expired. 

Caleb  Mills Nov.    8,  1854.  .Feb.  10,  1857.  .Term  expired. 

William  Clark  Larrabee Feb.  10,  1857.. Feb.  10,  1859.. Died  in   May, 

1859. 

Samuel  Lyman  Rugg Feb.  10,  1859.  .Feb.  10,  1861 .  .Term  expired. 

Miles  Johnson  Fletcher Feb.  10,  1861.  .May  11,  1862.  .Killed on R.  R. 

Samuel  Kleinfelder  Hoshour. .  .May  15,  1862.  .Nov.  25,  1962.  .Resigned. 

Samuel  Lyman  Rugg Nov.  25,  1862.  .Mar.  15,  1865.  .Term  expired. 

George  Washington  Hoss Mar.  15,  1865.  .Oct.  13,  1868.  .Resigned. 

Barnabas  Coffin  Hobbs Oct.  13,  .1868.  .Mar.  15,  1871.. Term  expired. 

Milton  Bledsoe  Hopkins Mar.  15,  1871.  .Aug.  16,  1874.  .Died  Aug.  16, 

1874. 
Alexander  Campbell  Hopkins.  .Aug.  16,  1874.  .Mar.  15,  1875.  Term  expired. 

James  Heiiry  Smart Mar.  15,  1875  .Mar.  15,  1881.  .Term  expired. 

John  McKnight  Bloss Mar.  15,  1881.  .Mar.  15,  1883.  .Term  expired. 

John  Walker  Holcomb Mar.  15,  1883.  .Mar.  15,  1887.  .Term  expired. 

Harvey  Marion  LaFoUette  . . .  Mar.  15,  1887 . .  Mar.  15,  1891 . .  Term  expired. 

Hervey  Daniel  Vories Mar.  15,  1891.  .Mar.  15,  1895.  .Term  expired. 

David  M.  Geeting Mar.  15,  1895.  .Mar.  15,  1899.  .Term  expired. 

Frank  L.  Jones Mar.  15,  1899. .  Mar.  15,  1908.  .Term  expired. 

Fassett  A.  Cotton . .  Mar.  15, 1903  . . 

The  office  has  always  commanded  the  respect  of  the  people  and 
has  generally  had  capable  men  as  incumbents.  The  student  will 
notice  that  nearly  every  man  who  has  filled  the  office  has  stood  for 
some  distinct  advance  in  the  educational  affairs  of  the  state.  Su- 
perintendent Larrabee,  the  first  incumbent,  was  the  pioneer  for 
much  of  the  work  in  the  West.  He  organized  the  system  and  began 
the  great  work  of  the  department.  Superintendent  Mills  was 
really  the  inspiration  of  the  whole  system.  It  was  he  who  moulded 
public  opinion  and  directed  the_  legislation  that  made  the  office 
and  the  system  possible.  He  was  particularly  interested  in  libra- 
ries, and  was  instrumental  in  the  establishment  of  township 
libraries.  Superintendent  Rugg  reorganized  and  placed  upon  a 
substantial  basis  the  state  school  finances.   Superintendent  Fletcher 


EDUCATION  IN  INDIANA.  21 

corrected  the  evil  arising  from  the  anticipation  of  revenues, 
and  made  institutes  more  efficient.  Superintendent  Hoshour 
turned  his  attention  to  examiners  and  examinations  and  used 
his  influence  toward  securing  a  larger  per  cent,  of  women 
teachers  in  the  State.  Superintendent  Hoss  was  instrumental 
in  adding  history  and  phj^siology  to  the  list  of  common  school 
branches,  in  securing  state  aid  to  county  institutes,  the  in- 
corporation of  the  state  normal  school,  and  the  reenactment 
of  the  law  allowing  local  taxation  in  cities  and  townships 
for  tuition  purposes.  Superintendent  Hobbs,  one  of  the  best 
remembered  of  the  superintendents,  saw  German  made  op- 
tional in  the  public  schools,  an  act  for  the  education  of  negroes 
passed,  the  girls'  reformatory  planned,  and  Purdue  university 
founded.  Superintendent  Hopkins'  chief  work  lay  in  the  estab- 
lishment of  the  county  superintendency,  raising  the  standard  of 
examinations,  reclaiming  school  monies,  and  improving  school 
finances.  To  Superintendent  Smart  more  than  to  any  other  man  is 
due  the  extended  reputation  of  the  Indiana  system,  brought  about 
by  his  splendid  organization  of  an  educational  exhibit  at  the  Cen- 
tennial exposition.  He  also  made  the  first  complete  codification  of 
our  school  laws.  Superintendent  Bloss  reorganized  the  work  of 
the  office,  reformed  the  school  census,  put  examinations  upon  a 
higher  plane,  and  introduced  better  methods  in  teaching.  Superin- 
tendent Holcomb  established  a  uniform  course  of  study  for  country 
schools,  suggested  the  ]^lan  of  graduation  in  them,  started  the 
Arbor-day  custom,  and  organized  the  teachers'  reading  circle. 
Superintendent  LaFollette  has  the  credit  of  adding  $450,000  to 
the  school  fund,  and  of  making  the  reading  circle  one  of  the  most 
fruitful  factors  in  improving  the  profession.  Superintendent 
Vories  raised  the  standard  of  examinations,  insisted  upon  profes- 
sional training  for  teachers  and  issued  one  of  the  best  volumes  of 
school  laws  yet  published.  Superintendent  Geeting  is  remembered 
for  the  compulsory  education  law,  the  township  high  school  law, 
the  law  providing  for  state  examination  of  common  school  teachers, 
and  for  ri^ral  consolidation.  Superintendent  Jones  emphasized  the 
necessity  for  better  school  architecture,  with  more  perfect  sanita- 
tion and  decoration,  extended  rural  school  consolidation,  and  was 
largely  responsible  for  the  minimum  wage  law  for  teachers.     The 


22  EDUCATION  IN  INDIANA. 

present  incumbent  lias  set  for  himself  tlie  large  task  of  maintain- 
ing all  that  has  been  accomplished  by  his  predecessors  and  in 
addition  to  this  of  making  better  the  work  in  every  way  possible. 
He  hopes  to  place  teaching  upon  a  higher  professional  plane,  and 
to  this  end  he  is  urging  better  preparation  on  the  part  of  the 
teachers  in  every  grade  of  Avork.  He  is  placing  special  stress  upon 
the  Avork  in  the  rural  schools,  and  believes  that  equal  privileges 
ought  to  be  secured  to  the  children  of  country  and  town.  The 
problems  of  consolidation,  improved  township  high  schools,  longer 
tenure,  better  salaries  are  all  receiving  his  attention.  One  of  the 
plans  that  he  has  inaugurated  for  accomplishing  his  Avork  is  the 
annual  conference  of  county  superintendents  in  each  congressional 
district.  Since  there  are  only  about  seA^en  counties  in  each  dis- 
trict, it  is  possible  to  consider  carefully  the  problems  of  each 
county.  The  folloAving  questions  Avill  serve  to  shoAv  the  nature  of 
the  problems  considered  at  these  meetings : 

1.  What  should  characterize  the  AAork  of  the  superintendent? 

a.  Should    a    superintendent    criticise    his    teachers    AVhile    visitinj:? 

them,  or  later? 

b.  Should  criticisms  be  offered  unless  accompanied  by  helpful  sug- 

gestions? 

2.  What  a  ne^v  superintendent  is  doing  for  his  schools. 

3.  What  an  experienced  superintendent  is  doing  for  his  schools. 

4.  What  can  be  done  in  classifying  and  grading  rural  schools;  the  o))ject 

of  such  Avork. 

5.  What  can  county  superintendents  do  to  encourage  their  teachers  to 

attend  colleges  and  normal  schools? 
G.    What  can  count.A'  superintendents  do  to  encourage  graduates  from  the 
8th  grade  to  attend  high  seliool? 

7.  What   can   countA'   superintendents   do   to   create   interest    in   general 

reading  among  pupils  and  patrons? 

8.  HoAA^  can  aa'C  secure  more  money  for  rural  schools? 

9.  Educational  exhibit. 
10.    Miscellaneous. 

City  and  toAvn  superintendents  are  invited  to  attend  these  meet- 
ings and  to  participate  in  the  discussions.  Another  plan  Avhich  the 
present  superintendent  has  adopted  for  the  purpose  of  getting  in 
closer  touch  Avitli  the  teachers  istiiat  of  issuing  monthly  bulletins 
during  the  school  term.  These  bear  upon  various  phases  of  school 
Avork,  and  he  has  reason  to  believe  that  they  are  proving  A^ery 
helpful.  !N^os.  5  and  6  of  the  present  year  in  the  form  in  AAdiich 
they  AA^ere  sent  to  the  teachers  are  Submitted  here : 


EDUCATION  IN  INDIANA. 


State  of  Indiana. 


DEPARTMENT  OF  PUBLIC  INSTRUCTION. 

Fassktt  a.  Cotton,  State  Sup't. 

Lawrence  McTurnan,  Deputy, 

BULLETIN  'No.  5. 

ISSUED    MONTHLY    TO    THE    TEACHERS    OF    INDIANA 

Indianapolis,  Indiana,  January,  1904. 
THE  SCHOOL  AND  THE  COMMUNITY. 


NATURAL    ENVIRONMENT. 

You  have  now  been  at  work  for  some  months  in  your  present  position. 
It  may  be  tliat  tliis  is  not  your  first  year  in  tlie  community  in  whicli  you 
are  teaching.  There  are  some  relations  existing  between  your  school  and 
your  community  that  are  worth  thinking  about,  and  this  is  a  good  time 
to  think  about  them.  Doubtless  you  are  by  this  time  thoroughly  ac- 
quainted with  your  school  district.  You  know  its  bounds;  you  knoAV  its 
hills  and  valleys  and  streams;  you  know  its  soil,  its  trees,  its  vegetation, 
its  riches  in  stone,  coal,  clay,  gas  or  oil.  Doubtless  you  have  used  all  this 
knowledge  to  an  advantage  in  awakening  your  boys  and  girls  to  life's 
truth  and  beauty  and  in  giving  them  correct  notions  of  simple  earth 
facts.  I  trust  that  in  trying  to  use  God's  out-of-doors  in  your  teaching 
you  have  not  been  hampered  by  narrow  public  opinion.  A  student  told 
me  recently  that  in  his  boyhood  he  dwelt  upon  the  banks  of  the  Ohio 
river;  and  that  there  in  sight  of  splendid  hills  and  streams  and  islands 
he  studied  geography  from  a  book  and  got  poor,  starved,  inadequate 
notions  of  things  which  nature  had  placed  at  his  very  door. 

SOCIAL   LIFE. 

So  much  in  regard  to  your  knowledge  of  what  nature  has  done  for 
your  community.  Now  what  do  you  know  of  the  social  life  of  your  dis- 
trict V  How  many  homes  are  there?  How  many  parents?  How  many 
children  of  school  age?  In  what  kinds  of  houses  do  the  families  dwell? 
What  has  been  done  to  beautify  these  dwellings  without  and  within? 
What  is  the  spirit  that  dwells  within  each  home?  Doubtless  you  know 
the  conditions  of  industry.  You  know  what  phases  of  agriculture  and 
stock  raising  are  prosperous  and  profitable.  You  are  acquainted  with  any 
railroads,  pikes,  blacksmith  shops,  groceries  or  mills  that  may  be  in  the 
district.  You  know  of  any  clubs,  societies,  orders  that  may  exist  for 
improvement  and  amusement.  You  know  about  the  postofflce,  the  rural 
routes  and  offices  of  any  kind  that  exist.  You  are,  of  course,  acquainted 
and  identified  with  the  churches  and  Sunday-schools  and  their  work. 

THE  teacher's  attitude. 

I  have  taken  it  for  granted  that  you  know  all  these  things  in  your 
community.  Now  what  have  you  done  about  it?  In  the  first  place,  of 
course,  you  reside  in  the  community.     In  no  other  way  is  it  possible  to 


24  EDUCATION  IN  INDIANA, 

catch  and  live  in  its  spirit.  In  tlie  second  place  I  trust  that  you  know  that 
not  one  of  these  things  happened.  Every  fact  that  you  have  come  upon 
in  your  community  has  reasons  for  its  existence  and  you  can  explain  this 
existence  if  you  are  a  student  of  life.  You  are  there  to  make  the  condi- 
tions of  life  better.  How  many  of  these  homes  have  you  visited?  I  read 
somewhere  the  other  day  that  the  teacher  is  no  missionary.  Aye,  but 
he  is.  He  comes  into  the  community  to  minister  and  not  to  be  ministered 
to.  How  many  parents  have  you  asked  to  help  you  in  your  work?  Have 
you  found  out  just  what  children  ought  to  be  in  your  school,  and  have 
you  exhausted  the  full  resources  of  your  manhood  or  womanhood  in 
bringing  them  in  before  you  have  taken  advantage  of  the  truancy  law? 

The  school  bears  the  very  closest  relation  to  every  phase  of  community 
life.  It  has  been  said  often  that  the  school  is  the  other  institutions  in 
miniature.  I  wonder  if  you  have  realized  just  what  that  means.  It 
means  that  the  school  lives  the  life  of  the  community.  It  thinks  its 
thoughts,  feels  its  emotions,  and  bases  its  conduct  upon  the  same  princi- 
ples exactly.  The  school  ought  to  be  so  life-like  that  the  transition  from 
its  life  to  actual  life  will  be  attended  by  no  shocks  or  surprises.  What 
can  you  do  towards  bringing  this  about? 

What  is  your  attitude  toAvard  your  community?  Are  you  willing  to 
do  more  than  you  get  paid  for?  A  man  told  me  this  story  recently:  He 
had  a  boy  employed  in  his  offices.  One  morning  he  found  this  boy  shiver- 
ing in  the  cold  office.  In  reply  to  his  inquiry  as  to  why  he  was  working 
in  the  cold,  the  boy  said  the  janitor  had  built  no  fire  yet.  He  was  asked 
if  he  could  not  build  a  fire,  and  he  replied  that  he  could,  but  that  he 
didn't  intend  to;  that  he  was  not  paid  for  making  fires.  This  boy  was 
not  in  line  for  promotion  and  never  will  be.  "People  who  never  do  any 
more  than  they  get  paid  for  seldom  get  paid  for  any  more  than  they  do." 
This  is  just  as  true  of  school  teachers  as  of  persons  in  other  professions. 
Now,  what  have  you  done  toward  making  your  school  an  attractive  place? 
You  haven't  left  it  all  to  your  trustee,  have  you?  I  hope  that  you  have 
taken  some  pride  in  seeing  that  everything  is  as  neat  as  it  can  be.  I 
know  a  young  man  who  put  in  several  days  mowing  the  school  yard, 
repairing  the  fences  and  the  out-houses,  and  even  in  scrubbing  the  floor, 
for  which  he  received  no  pay  in  money.  But  he  was  paid.  And  after 
that  community  had  increased  his  salary  as  much  as  it  could  he  was 
called  to  a  higher  position.  Again,  have  you  learned  yet  to  take  the  con- 
ditions as  you  find  them  and  to  make  the  very  best  of  them?  This  is  a 
test  of  your  leadership. 

SCHOOL   AND   HOME. 

To  get  a  little  closer  to  the  every-day  practical  problem  with  w^hich 
you  have  to  deal,  let  us  see  what  you  can  do  to  bring  your  school  and 
your  community  into  closer  relation.  And  first,  what  can  you  and  your 
school  do  for  the  home?  Well,  do  you  know  what  the  abiding  principle 
of  the  home  is?  It  is  love  so  full  of  affection  and  sympathy  that  it 
would  shield  from  harm,  save  from  suffering,  and  smooth  life's  rough 
places.  You  are  said  to  stand  in  the  place  of  the  parent.  But  have  you 
realized  that  many  children  will  come  to  you  hungry  for  this  love  and 
sympathy  and  that  it  may  be  your  privilege  to  minister  to  them?     Life  in 


EDUCATION  IN  INDIANA,  26 

some  homes  is  hard  and  scant  fare  brings  bitterness  to  children.  Every 
home  ought  to  do  certain  things  for  every  child.  It  ought  to  give  him  a 
sound  mind  in  a  sound  body.  It  ought  to  teach  him  to  use  good  English. 
It  ought  to  make  him  neat  and  orderly.  It  should  teach  him  habits  of 
industry.  It  should  teach  him  to  be  honest,  to  respect  law,  to  revere 
sacred  things  and  to  work  toward  lofty  aims.  If  the  home  be  wanting  in 
these  duties,  what  can  you  do  in  your  school?  You  can  speak  good 
English  and  require  it  spoken.  You  can  provide  soap  and  water  and 
towels  and  combs  and  have  them  used.  You  can  by  life  and  precept 
teach  the  life  and  dignity  of  labor,  honesty,  respect  for  law,  and  reverence, 
and  you  can  inspire  in  every  child  an  ambition  to  do  his  best.  But  you 
can  do  more  than  this.  In  many  of  these  homes  the  conditions  that  exist 
are  merely  the  results  of  ignorance.  I  remember  an  experience  like  this: 
I  was  visiting  a  district  school  and  noticed  two  boys  who  were  insutfi- 
ciently  clad.  They  looked  pinched  and  poorly  nourished,  and  they  con- 
stantly breathed  through  their  mouths.  I  supposed  they  belonged  to  some 
poor  family  unable  to  provide  for  them.  But  on  inquiry  I  was  told  they 
were  the  children  of  a  prosperous  farmer,  and  that  they  had  kindly 
parents  who  simply  didn't  know  what  to  feed  them  or  how  to  clothe  them. 
What  could  you  do  in  a  case  of  this  kind?  With  tact  you  may  do  some- 
thing directly.  But  suppose  you  could  get  the  parents  of  your  district 
together  to  discuss  some  simple  questions  pertaining  to  the  health  of 
children.  If  you  are  skillful  you  may  bring  it  about  that  the  parents  who 
do  know  will  teach  those  who  do  not.  And  the  work  need  not  be  confined 
to  the  health  problem,  but  may  be  extended  to  others  upon  which  there 
is  a  vast  deal  of  ignorance. 

SCHOOL    AND    INDUSTRY. 

Second,  what  can  you  do  for  the  industry  of  the  community?  You 
can  make  your  school  a  busy  workshop,  where  the  hum  of  industry  is  the 
standard  of  order,  and  where  each  pupil  respects  the  rights  of  every  other 
pupil.  But  you  can  do  more  than  this.  You  can  teach  the  nobility  of 
honest  toil.  The  greatest  thing  that  you  could  possibly  do  for  your  boys 
and  girls  and  for  your  community  would  be  to  build  into  them  the  habit 
of  doing  good  work.  The  world  is  full  of  slip-shod  mechanics  who  slight 
their  work.  You  can  teach  the  children  that  any  task  worth  doing  is 
worth  doing  well;  that  success  lies  in  the  here  and  now  and  not  in  the  far 
off;  in  the  little  duties  of  today  instead  of  the  big  things  one  is  going  to  do 
tomorrow.  And  you  can  teach  them  to  stay  on  the  farm  and  to  work  out 
its  problems.  It  will  be  a  sad  day  for  our  national  life  when  all  our  young 
farmers  come  to  town;  when  the  small,  well-cultivated  homesteads  give 
way  to  landed  estates.  The  boys  on  the  farms  wield  the  nation's  destiny. 
Emerson  says:  "The  city  is  recruited  from  the  country.  In  the  year 
1805,  it  is  said,  every  legitimate  monarch  in  Europe  was  imbecile.  The 
city  would  have  died  out,  rotted  and  exploded  long  ago,  but  that  it  was 
reinforced  from  the  fields.  It  is  only  country  which  came  to  town  day 
before  yesterday  that  is  city  and  court  today."  The  problem  of  getting 
this  thought  before  your  boys  and  girls  and  before  your  community  is 
worthy  of  the  best  there  is  in  you.  The  friction  between  capital  and 
labor,  the  almost  universal  lack  of  respect  for  property  rights,  ought  to 


26  EDUCATION  IN  INDIANA. 

serve  as  great   stimuli   towards   tlie   intelligent   study   of   agriculture   to 
which  it  would  seem  constantly  increasing  numbers  must  turn. 

SCHOOL    AND    STATE. 

Third,  what  can  you  do  towards  bringing  the  school  in  closer  touch 
with  the  state?  You  have  it  in  your  hands  to  make  good  citizens  out  of 
these  boys  and  girls.  Rut  you  can  only  malve  them  good  citizens  by 
making  them  good  men  and  women.  Patriotism  is  one  of  the  qualities 
of  good  citizenship.  But  patriotism  is  grounded  in  a  Avholesome  respect 
for  law,  in  a  trained  sense  of  justice.  As  a  teacher,  there  are  two  things 
that  you  can  do  and  that  yoli  must  do  if  you  succeed  here.  First,  you  can 
be  just  yourself.  If  by  sincere  living  you  make  every  pupil  realize  that 
no  matter  what  happens  he  will  find  you  just,  that  he  will  find  in  you  a 
friend,  you  Avill  so  prepare  the  way  for  wielding  the  largest  influence. 
Second,  you  can  lead  every  pupil  to  see  that  what  he  does  he  does  to  him- 
self; that  he  and  not  the  teacher  is  the  punisher  and  the  rewarder;  that 
the  consequences  of  one's  deeds,  whether  good  or  bad,  must  be  visited 
upon  one's  self.  This  is  the  very  essence  of  good  citizenship.  In  no  other 
way  can  one  come  finally  to  realize  that  we,  the  people,  are  the  state. 
There  is  no  better  place  than  the  public  school  to  teach  this  respect  for 
law  and  order,  and  there  never  was  a  time  when  it  needed  to  be  empha- 
sized more  than  it  does  now.  Every  boy  should  realize  early  his  responsi- 
bility for  manhood,  every  girl  for  womanhood — both  for  citizenship.  But 
in  bringing  about  this  realization  what  are  you  doing?  Simply  leading 
your  boys  and  girls  to  live  the  principles  which  they  are  to  live  in  the 
Larger  world. 

SCHOOL    AND    CHURCH. 

Fourth,  has  the  school  any  relation  to  the  church?  I  think  that  it 
has.  The  church  has  an  abiding  principle  which  can  not  be  disregarded, 
because  it  belongs  to  life.  E'verj^  soul  is  religious.  Mercy  must  touch 
and  temper  love  in  the  home,  regard  for  property  rights,  mere  justice,  and 
wTien  it  does  it  glorifies  them.  Service  takes  the  place  of  selfishness  and 
the  spirit  of  humanism  is  born.  This  is  the  essence  of  religion,  and  you 
can  not  teach  school  an  hour  nor  a  minute  without  it  in  your  lives. 

Finally,  I  have  tried  to  say  to  you  that  in  your  community  you  have 
nature  and  social  life  as  factors  to  deal  with.  They  are  your  materials. 
You  are  to  use  them.  The  social  life  of  your  community  is  merelj-  an 
expression  of  conscious  life.  The  institutions  are  real.  They  are  built  on 
principles  of  life.  Your  pupils  must  live  in  them.  It  is  yours  to  direct 
so  that  they  shall  come  more  fully  into  the  real  spirit  of  the  institutions. 
"Study  the  conditions  in  your  community  and  find  there  your  problem  and 
its  solution. 


EDUCATION  IN  INDIANA.  27 


State  of  Indiana. 


DEPARTMENT  OF  PUBLIC  INSTRUCTION. 

Fassrtt  a.  Cotton,  State  Sup't. 

Lawrence  McTurnan,  Deputy. 

BULLETIN  No.  6. 

ISSUED    MONTHLY    TO    THE    TEACHERS    OF    INDIANA. 

Indianapolis,  Indiana,  February,  1904. 
THE  TEACHER  AND  THE  SCHOOL. 


ON  THE   HOME    STRETCH. 

You  have  already  put  the  larger  portion  of  this  school  year  behind  you 
and  are  looking  forward  to  the  close  of  school.  There  are  some  things 
that  may  be  said  just  here  by  way  of  caution,  suggestion  and  encourage- 
ment. In  the  first  place,  this  is  a  good  time  for  you  to  examine  yourself 
and  determine  what  manner  of  school  teacher  you  are.  Ask  yourself  seri- 
ously why  you  are  teaching.  What  is  your  attitude  toward  the  profes- 
sion? Does  your  remaining  in  the  work  depend  upon  your  failure  to 
secure  more  money  at  something  else?  Do  you  know  that  the  essential 
factors  of  the  school  are  the  child,  the  teacher  and  the  eternal  fire  that 
comes  from  soul  contact?  That  while  the  school  exists  for  the  child,  the 
teacher  is  the  determining  factor.  We  may  build  fine  buildings,  equip 
them  Avith  the  best  material,  centralize,  systematize  and  supervise,  and  the 
teacher  will  remain  the  central  figure  in  the  school.  The  school  will  never 
be  any  better  than  the  teacher.  His  problem  has  always  been  and  always 
will  be  how  to  touch  and  awaken  every  child  in  his  presence.  And  he  will 
succeed  just  in  the  degree  in  which  he  does  this.  Great  armies  of  un- 
taught children  sit  day  by  day  in  the  presence  of  teachers  and  never  re- 
ceive a  message.  No  fire  is  struck  out,  no  life  is  awakened  into  new 
being;  for  them  it  is  as  if  there  had  been  no  teacher.  I  hope  you  have  in 
the  months  that  are  gone  always  made  the  child  supreme;  that  you  have 
made  constant  daily  preparation;  that  in  every  recitation  you  have  had  at 
least  one  clear-cut  truth  to  present;  that  you  have  kept  your  lines  of 
organization  closely  drawn;  and  that  you  have  made  your  work  so  inter- 
esting that  no  shadow  of  indifference  has  fallen  across  your  school.  If 
you  have  had  this  attitude  nothing  can  keep  you  from  succeeding.  If  for 
any  reason  you  have  permitted  your  interest  to  languish,  now  is  the  time 
to  renew  your  energy.  Indeed,  this  is  the  crucial  time.  It  really  doesn't 
take  much  ability  to  conduct  a  school  the  first  few  weeks  or  up  to  the 
holidays.  Indeed,  a  school  which  is  well  organized  and  conducted  to  a 
successful  close  one  year  Avill  almost  run  itself  till  the  holidays  the  suc- 
ceeding year.  The  real  test  of  the  teacher  comes  in  the  reorganization  of 
demoralized  forces  and  in  directing  and  conducting  these  forces  to  a  suc- 
cessful close  of  the  year's  work,  after  the  holidays.  It  is  the  teacher 
who  can  keep  the  self-activity  of  every  child  to  the  highest  notch  who 
can  meet  the  test.  Let  me  suggest  some  things  that  may  contribute  to 
this  end. 


28  *        EDUCATION  IN  INDIANA. 


WHAT  IT  IS  TO   STUDY. 

The  greatest  thing  that  you  can  possibly  do  for  your  pupils  is  to  teach 
them  how  to  study.  Perhaps  you  have  been  so  intent  on  driving  in  cer- 
tain facts  that  you  have  neglected  this  phase  of  your  work.  In  a  few 
years  at  best  the  facts  you  teach  will  be  forgotten;  but  the  habits  of  in- 
dustry, of  study,  you  build  into  these  lives  will  abide  and  grow.  And  edu- 
cation is  not  a  matter  of  learning  facts;  it  is  a  matter  of  habits,  of 
character.  Now,  have  you  taken  pains  to  inquire  into  the  way  your  chil- 
dren work  in  getting  a  lesson?  Do  you  sometimes  take  up  a  new  lesson 
with  them  and  show  them  how  to  go  about  getting  it?  Getting  a  lesson  is 
a  matter  of  seeing  what  there  is  in  it.  And  ten  minutes  of  good,  active, 
alert,  wide-awake  study  is  worth  hours  of  stupid,  passive  stare.  Study 
carries  with  it  the  concentration  that  can  shut  out  completely  the  whole 
world  from  the  subject  in  hand.  It  carries  with  it  the  powder  of  obesrva- 
tion  that  can  detect  in  the  minutest  detail  the  points  in  the  subject.  It 
carries  with  it  a  nicety  of  discrimination  that  can  put  all  points  observed 
in  their  proper  relation.  Finally  it  carries  with  it  an  ordering  power  that 
brings  independent  mastery.  Patient  work  in  leading  your  children  to  see 
what  there  is  in  a  lesson,  in  selecting  out  the  most  essential  thing,  and 
the  subordinate  things,  and  in  grasping  these  relations,  will  prove  worth 
while. 

KECITATION  AND  STUDY  PERIODS. 

This  work  of  fixing  the  study  habits  of  your  children  is  just  as  impor- 
tant as  the  recitation,  and  just  as  much  under  your  control.  The  study 
periods  should  be  arranged  with  the  same  care  and  should  be  insisted 
upon  with  the  same  regularity  as  the  recitations.  As  a  rule  the  study 
period  should  be  removed  as  far  as  possible  from  the  recitation.  After 
children  are  old  enough  to  prepare  lessons  from  assignments  the  study 
period  of  a  subject  should  never  immediately  precede  its  recitation.  A 
lesson  should  be  prepared  for  eternity  and  not  for  the  recitation,  and  the 
habit  should  be  fixed  early.  With  your  working  schedule  you  can  insist 
upon  a  strict  observance  of  the  study  periods.  Let  a  recitation  go  occa- 
sionally and  do  quiet,  individual  work  among  your  pupils.  A  workshop 
with  the  busy  hum  of  industry  is  what  a  school-room  ought  to  be  and  it 
is  a  sure  sign  of  good  teaching. 

HOME   STUDY. 

I  said  that  the  real  test  of  a  teacher's  success  may  be  the  degree  in 
which  he  gets  in  touch  with  all  his  pupils  and  keeps  them  working  up  to 
the  best  there  is  in  them.  In  order  to  do  this  he  must  deal  with  each  indi- 
vidual. The  advance  in  a  subject  may  be  determined  by  the  average 
ability  of  the  class  or  even  by  the  ability  of  its  weakest  members.  But 
the  width  and  depth  of  investigation,  must  be  determined  by  the  strength 
of  each  individual.  Now,  while  the  class  as  a  whole  covers  a  certain 
amount  of  work  in  the  subject  the  teacher  can  direct  the  individual  mem- 
bers in  supplementary  work,  giving  each  one  an  opportunity  to  go  as  deep 
into  the  topics  in  hand  as  he  can  with  the  material  at  hand.  To  illustrate, 
the  work  that  the  class  as  a  whole  is  to  do  upon  some  movement  in  his- 


EDUCATION  IN  INDIANA.  29 

tory,  say  the  ordinance  of  1787,  may  be  limited.  But  tliere  is  a  field  for 
very  wide  research.  Now,  suppose  the  teacher  has  at  hand  some  data  for 
this  investigation.  Here  is  an  opportunity  to  call  into  play  individual 
effort  and  to  assign  interesting  profitable  home  work.  And  the  work 
should  always  be  interesting  work  which  the  pupil  can  do  without  worry 
to  himself  or  his  parents.  Or  suppose  some  little  piece  of  apparatus  would 
be  helpful  to  the  teacher  in  making  clear  some  points  in  history  or  geog- 
raphy. Here  is  an  opportunity  to  use  the  skill  of  some  boy  on  the  farm. 
To  illustrate,  a  little  model  of  the  primitive  cotton-gin,  or  a  simple  loom, 
might  throw  much  light  upon  social  and  industrial  problems  in  the  history 
of  our  people.  To  the  resouceful  teacher  every  subject  will  suggest  many 
things  to  occupy  the  attention  of  the  boys  and  girls. 

WRITTEN   WORK. 

The  value  of  written  work  can  not  be  overestimated.  Frequent  use 
should  be  made  of  it  for  recitations,  reviews  and  examinations.  In  the 
recitation  it  will  serve  to  present  the  independent  thought  of  each  individ- 
ual, and  it  will  give  splendid  training  in  English  expression.  In  reviews 
it  will  reveal  the  powers  of  organization  and  expression.  To  be  of  value, 
every  paper  handed  in  should  be  carefully  gone  over  by  the  teacher  with 
corrections  and  suggestions  for  improvement.  Indeed,  written  work  is 
worse  than  worthless  if  this  is  not  done.  And  then  the  examination  has 
its  place  and  it  is  important.  Not  that  I  would  have  you  exaggerate  its 
importance  or  hold  it  over  the  pupils  as  a  menace  or  threat,  or  that  I  would 
put  very  large  stress  upon  it  as  a  basis  for  promotion.  But  it  has  a  place 
in  school  work,  and  if  given  under  right  conditions  there  will  be  no  dread. 
A  large  part  of  the  adverse  criticism  that  has  been  made  against  examina- 
tions is  mere  drivel  and  has  come  more  largely  from  teachers  who  do  not 
like  to  work  than  from  healthy,  wide-awake  pupils  themselves.  I  think  I 
should  seldom  announce  beforehand  any  written  work  which  I  wanted  to 
serve  as  a  test.  It  is  a  part  of  education  to  learn  to  meet  the  conditions 
that  confront  us.  In  life  the  problems  are  not  generally  posted.  We 
come  up  against  them  and  must  think  on  our  feet.  In  the  crowded  rural 
school,  then,  the  examination  should  serve  some  such  purposes  as  these: 
(1)  It  should  enable  the  teacher  to  examine  his  pupils  and  himself  at  the 
same  time.  (2)  It  should  aid  the  pupil  in  thinking.  (3)  It  should  aid  the 
pupil  in  the  expression  of  good  English.  (4)  It  should  reveal  to  the  pupil 
his  mastery  of  the  points  in  question.  (5)  It  should  serve  to  make  the  pupil 
more  self-reliant.  (6)  It  should  enable  the  teacher  at  times  to  do  double 
work  in  the  school-room.  Of  course,  this  all  means  work  for  you.  But 
it  will  pay.  The  suggestions  I  made  above  in  regard  to  home  work  and 
these  in  regard  to  written  work  are  in  keeping  with  the  pedagogical  prin- 
ciples that  expression  must  keep  pace  with  impression— that  construction 
must  equal  instruction.  The  child  must  be  encouraged  to  use  that  which 
he  takes  in.    Herein  lies  the  value  of  manual  training. 

THE  BOY  ON  THE  FARM  AGAIN. 

It  is  just  in  his  ability  to  do  things  that  the  boy  on  the  farm  has  a 
better  chance  to  succeed  than  the  town  or  city  boy.    And  it  is  because  the 


30  EDUCATION  IN  INDIANA. 

boy  on  the  farm  has  work  to  do.  He  is  well  trained  in  the  expressive  side 
of  life.  It  is  expression,  too,  that  amonnts  to  something,  and  in  it  he  gets 
the  notion  that  there  is  work  to  do  in  the  world— that  life  is  not  all  play. 
Now,  if  you  can  use  these  good  qualities  in  your  school  work,  well  and 
good.  And  if  you  can  use  them  in  building  in  the  community  a  larger 
regard  for  labor  and  a  supreme  respect  for  the  farm  and  its  problems  that 
will  keep  the  boys  in  the  country  it  will  be  all  the  better  for  the  boys  and 
the  nation  in  the  years  to  come.  Of  course,  if  a  young  man  really  believes 
that  he  will  have  better  opportunities  for  himself  and  for  what  he  would 
do  for  humanity  by  going  to  the  city,  he  should  go.  He  can  succeed,  as 
scores  who  have  preceded  him  to  the  city  are  succeeding.  But  let  him 
remember  that  farm  work  is  just  as  important,  just  as  honorable,  just 
as  clean,  that  it  requires  just  as  much  ability,  and  that  it  is  just  as  remu- 
nerative as  any  work  he  will  find  to  do. 

LAST   DAY    SUGGESTIONS. 

The  close  of  your  term  may  be  made  profitable  to  the  community  by 
arranging  a  definite  program  of  your  work  and  sending  it  to  the  patrons 
with  an  invitation  to  be  present  at  least  part  of  the  time.  Two  or  three 
days  could  be  taken  up  in  oral  examinations.  A  schedule  of  these  should 
be  made  and  dignified,  interesting  examinations  conducted.  You  can 
make  a  careful  preparation  and  conduct  an  oral  quiz.  Or  you  can  make  a 
careful  list  of  the  questions  you  wish  to  ask,  write  them  on  slips  and  let 
the  children  draw  their  questions.  This  device  serves  to  keep  interest 
alive.  In  addition  to  oral  examinations  an  exhibit  of  written  work,  draw- 
ings and  models  may  be  made.  If  there  is  also  the  entertainment  feature 
it  can  carry  with  it  a  dignity  and  an  influence  for  better  things  in  educa- 
tion by  selecting  that  which  is  worth  while  for  the  occasion.  Whatever 
you  can  do  to  promote  a  healthful,  educational  interest  in  your  community 
will  be  so  much  gain  for  the  cause  in  which  Ave  are  engaged.  Emerson 
must  have  been  thinking  of  teachers  when  he  wrote:  "To  help  the  j^oung 
soul,  add  energy,  inspire  hope,  and  blow  the  coals  into  a  useful  flame;  to 
redeem  defeat  by  new  thought,  by  firm  action,  that  is  not  easy,  that  is  the 
work  of  divine  men." 

2.     ADMmiSTEATIO:^. 

a.      ELECTION,  TENURE,  DEPUTIES,  SALARIES. 

Tlie  state  superintendent  of  public  instruction  is  elected  by  the 
people  at  the  general  elections  for  a  term  of  two  years.  There  is 
no  limit  to  the  numl^er  of  terms  he  may  be  elected.  His  salary  is 
$3,000.00.  Three  deputies  are  provided,  with  salaries  of  $1,500, 
$1,200,  and  $720.00. 

&.    QUALIFICATIONS. 

\¥hile  no  educational  or  professional  qualifications  are  fixed  by 
the  constitution,  the  people  have  generally  chosen  men  of  high 


EDUCATION  IN  INDIANA.  31 

moral  character,  strong  educational  leaders,  practical  teachers,  well 
acquainted  with  the  educational  needs  of  the  state,  and  capable  of 
carrying  on  the  work  for  which  they  were  chosen. 

c.     GENERAL  DUTIES. 

The  state  superintendent  has  charge  of  the  system  of  public  in- 
struction and  a  general  superintendence  of  the  business  relating 
to  the  common  schools  of  the  state  and  of  the  school  funds  and 
school  revenues  set  apart  and  apportioned  for  their  support.  At 
the  request  of  school  officials  it  is  his  duty  to  render,  in  writing, 
opinions  touching  all  phases  of  administration  or  construction  of 
school  law. 

d.     VISITS. 

He  visits  each  county  in  the  state  at  least  once  during  his  term  of 
office,  and  examines  books  and  records  relative  to  the  school  funds 
and  revenues.  He  meets  with  teachers  and  officers  in  various  parts 
of  the  state,  counsels  with  them  and  lectures  upon  topics  calculated 
to  subserve  the  interests  of  popular  education. 

e.     REPORTS. 

(1)    Report  to  the  Governor. 

In  the  month  of  January  in  each  year  in  which  there  is  no 
regular  session  of  the  general  assembly,  he  makes  a  brief  report,  in 
writing,  to  the  governor,  indicating,  in  general  terms,  the  enumera- 
tion of  the  children  of  the  state  for  common  school  purposes,  the 
additions  to  the  permanent  school  fund  within  the  year,  the 
amount  of  school  revenue  collected  within  the  year,  and  the 
amounts  apportioned  and  distributed  to  the  schools. 

(2)    Report  to  General  Assembly. 

At  each  regular  session  of  the  general  assembly,  on  or  before  the 
fifteenth  day  of  January,  the  superintendent  presents  a  biennial 
report  of  his  administration  of  the  system  of  public  instruction,  in 
which  he  furnishes  brief  exhibits — 

First.  Of  his  labors,  the  results  of  his  experience  and  observa- 
tion as  to  the  operation  of  said  system,  and  suggestions  for  the 
remedy  of  observed  imperfections. 


32  EDUCATION  IN  INDIANA. 

Second.  Of  the  amoiTiit  of  the  permanent  school  funds,  and 
their  general  condition  as  to  safety  of  manner  of  investment ;  the 
amount  of  revenue  annually  derived  therefrom,  and  from  other 
sources ;  estimates  for  the  following  two  years ;  and  the  estimated 
value  of  all  other  property  set  apart  or  appropriated  for  school 
purposes. 

Third.  Of  such  plans  as  he  may  have  matured  for  the  hetter 
organization  of  the  schools,  and  for  the  increase,  safe  investment, 
and  hetter  preservation  and  management  of  the  permanent  school 
funds,  and  for  the  increase  and  more  economical  expenditure  of 
the  revenue  for  tuition. 

Fourth.  Of  a  comparison  of  the  results  of  the  year  then  closing 
with  those  of  the  year  next  preceding,  and,  if  deemed  expedient, 
of  years  preceding  that,  so  as  to  indicate  the  progress  made  in  the 
business  of  public  instruction. 

Fifth.  Of  such  other  information  relative  to  the  system  of 
public  instruction — the  schools,  their  permanent  funds,  annual 
revenues — as  he  may  think  to  be  of  interest  to  the  general 
assembly. 

He  appends  to  this  report  statistical  tables  compiled  from  the 
materials  transmitted  to  his  office  by  local  school  officials  with 
proper  summaries,  averages  and  totals.  He  makes  a  statement  of 
the  semi-annual  collections  of  school  revenue,  and  his  apportion- 
ment thereof ;  and,  when  he  deems  it  of  sufficient  interest  to  do  so, 
he  appends  extracts  from  the  correspondence  of  school  officers,  to 
show  either  the  salutary  or  defective  operation  of  the  system  or  of 
any  of  its  parts. 

Ten  thousand  copies  of  this  report  are  printed  and  distributed 
to  the  several  counties  of  the  state ;  and  they  have  been  the  means 
of  stimulating  the  schools  of  the  state  to  greater  effort;  for 
instance,  the  report  assists  in  certain  movements  such  as  for  better 
sanitation  and  decoration  of  school  buildings,  modern  architecture 
in  building  schoolhouses,  manual  training  in  public  schools,  con- 
solidation of  rural  schools  into  graded  township  high  schools. 

f.     COURSE  OF  STUDY. 

The  construction  of  the  course  of  study  and  the  state  manual 
was  placed  in  the  hands  of  the  state   superintendent   of  public 


EDUCATION  IN  INDIANA.  33 

instruction  by  a  resolution  of  the  county  superintendents'  associa- 
tion in  June,  1894.  The  course  of  study  is  revised  from  time  to 
time  in  order  to  meet  the  changing  conditions.  While  the  superin- 
tendent is  responsible  for  the  course  of  study  in  its  preparation 
and  revision  he  confers  with  county,  city  and  town  superintendents 
who  are  in  closer  touch  with  the  schools  and  know  better  their 
needs.  If  the  reader  cares  to  examine  the  present  course  of  study 
he  may  obtain  one  from  the  manager  of  the  exhibit. 

g.     TOWNSHIP  INSTITUTE  OUTLINES. 

The  laws  provide  that  all  township  teachers  shall  meet  in  insti- 
tute one  day  in  each  month  while  the  schools  are  in  session.  There 
are  in  Indiana  1,016  townships  and  this  number  of  institutes  is 
held  each  month  of  the  school  term,  or  7,112  meetings  during  the 
year.  The  programs  for  these  meetings  are  professional  and 
cultural.  In  addition  to  the  consideration  given  the  branches  of 
study  which  are  taught  in  the  schools,  two  books  adopted  by  the 
Indiana  reading  circle  board  are  studied  each  year.  During  the 
present  year  the  books  were  Ivanhoe,  and  ^N'icolay's  Lincoln. 
Those  for  the  coming  year  are,  Button's  School  Management,  and 
Henderson's  The  Social  Spirit  in  America.  The  reader  may 
obtain  a  pamphlet  on  the  Indiana  reading  circle  work  from  the 
manager  of  the  exhibit. 

h.     ARBOR  AND  BIRD  DAY  PROGRAMS. 

The  superintendent  issues  programs  to  be  used  in  the  public 
schools  for  the  observance  of  certain  days  in  October  and  April 
each  year.  These  programs  are  somewhat  elaborate,  giving 
something  of  the  history  of  the  days,  the  reasons  for  observance, 
the  governor's  proclamation,  descriptions  of  trees,  with  pictures 
and  instructions  as  to  what  and  how  to  plant  them,  descriptions  of 
birds,  with  suggestions  as  to  their  value  and  care,  poems  on  trees 
and  birds,  and  appropriate  selections. 

In  Governor  Durbin's  last  proclamation  on  arbor  and  bird  day 
he  said :  ^^There  has  been  within  recent  years  a  widespread  awak- 
ening of  interest  in  reforestization,  especially  in  Indiana,  a  state 
favored  lavishly  by  nature  with  timber  resources  that  to  the 
pioneer  seemed  limitless  and  inexhaustible.     The  rapid  develop- 

3— Education. 


34  EDUCATION  IN  INDIANA. 

ment  of  the  agricultural  and  industrial  interests  of  the  state  has 
been  accompanied  by  a  sacrifice  of  our  forests,  until  the  people 
have  been  brought  to  a  realization  of  the  importance  of  a  system- 
atic eifort  with  a  view  of  preventing  further  devastation." 

Since  1896,  the  year  the  state  department  of  education  began 
effectively  to  urge  the  importance  of  this  matter,  thousands  of  trees 
have  been  planted  by  the  teachers  and  pupils  of  the  state,  and  the 
birds  have  received  more  consideration  than  ever  before.  The 
results  of  this  work  have  been  very  gratifying  to  all  lovers  of 

nature. 

i.     TEACHERS'  MINIMUM  WAGE  LAW. 

It  is  the  duty  of  the  state  superintendent  of  public  instruction 
to  enforce  the  minimum  wage  law.  This  is  a  recent  piece  of 
legislation  calculated  to  increase  the  salaries  of  teachers  and  to 
bring  about  better  preparation  of  teachers,  and  will  be  found  under 
the  discussion  of  ^'The  Teachers  of  Indiana." 

j.     SCHEDULES  OF  SUCCESS  ITEMS. 

An  act  of  the  last  legislature,  approved  March  9,  1903,  makes 
it  the  duty  of  the  state  superintendent  of  public  instruction  ''To 
adopt  and  schedule  the  items  entering  into  teachers'  success 
grades,"  to  be  used  by  the  city,  town  and  county  superintendents 
in  grading  the  ''teachers  under  their  charge  and  supervision."  In 
compliance  with  the  provisions  of  this  act,  the  following  forms 
have  been  prepared,  which  are  now  used  by  all  county,  city  and 
town  superintendents  in  grading  their  teachers  in  success : 

Schedule  of  Success  Items. 

FORM   I. 

For  the  Use  of  County  Superintendents. 


I.    Qualification   0  to  20 

1.  Natural  ability  and  personality (0  to  10) 

2.  Scholarship   (0  to   5) 

3.  Professional  training  (0  to    5) 

II.    The  Recitation 0  to  40 

1.  Subject  matter— appropriateness  of (0  to  5) 

2.  Purpose (0  to  5) 

3.  Plan (0to5) 


EDUCATION  IN  INDIANA.  35 

4.  Preparation— 

a.  Teacher    (0  to  5) 

b.  Pupils (0  to  5) 

5.  Slvill  (0  to  5) 

6.  Tlioroiiglmess  (0  to  5) 

7.  Assignment  (0  to  5) 

III.    Relation  of  Teacher  to  the  School  and  Community.  . , 0  to  40 

1.  Classification  and  gradation (0  to    5) 

2.  Industry,  and  interest  in  the  aims  and  plans  of 

the  school  community (0  to   5) 

3.  Governing  ability   (0  to  10) 

4.  Sanitary  conditions  and  neatness (0  to    5) 

5.  Care  of  school  property,  keeping  records,  malv- 

ing  reports (0  to    5) 

6.  Co-operation    with    other    teachers,    the    trustee 

and  county  superintendent (0  to    5 

7.  Lil)raries,  reading  circles  and  journals (0  to    5) 


Total    % 

Teacher. 

County  Superintendent. 

Ind., 1903. 


Schedule  of  Success  Items. 

FORM    TI. 

For  the  Use  of  City  and  Town  Superintendents  Desiring  a  Brief  Schedule. 

I.    Teaching  Ability 55% 

1.  Professional  attainment   (20%) 

2.  Conduct  of  the  recitation  (15%) 

3.  Results  in  scholarship  of  pupils (20%) 

II.    Governing  and  Disciplinary   Ability 30% 

1.    Moral    and    social    influence    on    pupils    and    commu- 
nity  (10%) 

2.  Ability  to  develop  self-reliance,  industry,  integrity, 

fidelity,  etc (10%) 

3.  Personality   of   the  teacher (10%) 

III.    Professional  and  Community  Interest 15% 

1.  Co-operation  with  other  teachers  and  supervisors. .  .(5%) 

2.  Interest  in  aims  and  plans  of  the  school (5%) 

3.  Professional  ambition  and  growth (5%) 


Teacher. 
City 


,  Superintendent. 
Town  ) 


Ind., 1903. 


36  EDUCATION  IN  INDIANA. 

Schedule  of  Success  Items. 

FORM   III. 

For  Use  of  City  and  Town  Superintendents  Desiring  a  More  Detailed  Schedule. 


I.    Teaching  Ability 55% 

A.  Professional  attainment   (20%) 

1.  Scholastic  preparation. 

2.  Professional  training. 

B.  The  recitation (15%) 

1.  Preparation  of  teacher  and  pupils. 

2.  appropriateness  of  subject  matter. 

3.  Definiteness  of  aim  and  purpose. 

4.  Skill  in  questioning. 

5.  Progression  in  plan. 

6.  Care  in  assignment  of  lessons.         » 

7.  Balancing  of  lines  of  work. 

C.  Results  in  scholarship  of  pupils (20%) 

1.  Acquisition  of  facts  and  relations. 

2.  Accuracy. 

3.  General  information. 

4.  Awakening  or  scholarly  interest. 

5.  Clearness  ana  elegance  of  expression. 

11.    Governing  and  Disciplinary  Ability 30% 

A.  Moral  and  social  influence  on  pupils  and  commu- 

nity   (10%) 

Ability  to  develop  in  the  pupils  the  altruistic 
virtues— recognition  of  law  and  social  rights. 

B.  Ability  lO  develop  egoistic  virtues — industry,  hon- 

esty, reliability,  fidelity,  etc (10%) 

C.  Personality  and  appearance  of  teacher (10%) 

Personal  and  m#ral  worth  and  influence,  habits, 
disposition,  health,  attire,  sympathy,  energy, 
manliness  or  womanliness,  honesty,  etc. 

III.    Professional  and  Community  Interest 15% 

A.  Co-operation  with   other  teachers   and   with   super- 

visors   (5%) 

B.  Interest  in  aims  and  plans  of  school  community.  . .  .(5%) 

1.  Care  of  school  property— 

a.  Protection  of  supplies  and  furniture. 

b.  Neatness. 

c.  School  decoration. 

2.  Building  up  of  strong  school  sentiment  in  the 

community. 

3.  Educational,  literary  or  social  club  work. 

C.  Professional  pursuits   (5%) 

1. .  Present  lines  of  professional  study. 
2.    Reading  of  educational  literature. 


EDUCATION  IN  INDIANA.  37 

Professional  pursuits— Continued. 
3.    Attendance    upon    summer    schools,    institutes 
and  associations. 


Total % 

Teacher. 

[  Superintendent. 
Town  j 

Ind.,   ,  1903. 

Form  T,  as  indicated,  is  for  the  use  of  county  superintendents  in  grad- 
ing the  teachers  under  their  supervision.  Form  II  is  for  the  town  and  city 
superintendents.  Form  III  is  a  detailed  analysis  of  Form  II,  and  is  in- 
tended more  especially  for  guidance  of  teachers  in  their  study,  but 
may  be  used  by  the  city  and  town  superintendents  desiring  the  longer 
form. 

The  city  and  town  superintendents  should  hand  the  success  grades  to 
their  teachers  not  later  than  July  1st  each  year,  and  forward  copies  of 
the  same  to  the  county  superintendents,  who  will  keep  the  official  success 
records  for  the  counties. 

The  county  superintendents  should  ask  the  county  councils  to  provide 
supplies  of  blanks  and  records  made  necessary  by  the  passage  of  this  act. 

The  following  explanations  of  the  schedule  are  submitted:  By 
"scholastic  preparation"  is  meant  the  time  spent  in  study  in  some  of  the 
higher  educational  institutions  in  addition  to  the  scholarship  as  shown  on 
license.  Teachers  should  be  encouraged  to  study  at  least  four  years  in 
advance  of  the  work  they  are  engaged  in.  A  high  school  teacher  should 
have  a  four  years'  college  course  and  a  grade  teacher  at  least  a  four 
years'  high  school  course,  etc. 

The  teacher  who  is  really  interested  professionally  is  the  one  who  seeks 
most  persistently  to  better  fit  herself  both  by  scholastic  and  professional 
training  for  more  thorough  work.  Experience  is  sometimes  counted  by 
superintendents  as  a  large  factor  in  marking  success,  but  the  teacher  who 
has  taught  twenty  or  more  years  may  have  shown  in  all  that  time  no 
professional  interest  and  little  ability,  and  may  have  been  unwilling  to 
spend  any  of  her  time  or  money  in  real  preparation  for  her  work.  It 
seems  to  me  that,  a  teacher  who  is  willing  to  teach  ten  or  twelve  years 
without  first  having  made  extensive  preparation  for  good  work  in  some 
first-class  school,  ought  to  be  ranked  very  low  in  success. 

The  remaining  items  under  I  and  II  will  be  readily  understood. 

By  "community  interest"  is  meant  the  co-operation  of  teacher  with  the 
other  teachers  and  the  principal  or  superintendent  in  furthering  the  aims 
and  plans  of  the  school  community.  Many  teachers  who  are  satisfactory 
in  their  schoolroom  work  do  not  fit  into  the  community  life  of  the  school. 
They  are  controlled  by  little  troubles  of  various  kinds,  and  are  often 
exclusive  and  self-centered.  This  always  gives  annoyance  to  the  principal 
and  keeps  him  constantly  adjusting  troubles.  Again,  many  good  teachers 
are  without  ambition  to  assist  in  the  general  welfare  of  the  school.  They 
^oo^  9XtGX  their  own  room,  but  give  no  time  or  attention  to  help  carry  out 


38  EDUCATION  IN  INDIANA. 

the  suggestions  fj?om  the  principal  or  superintendent.  The  best  teacher 
co-operates  heartily  with  her  principal,  her  superintendent  and  associates 
in  all  movements  for  the  improvement  of  the  school  and  the  school  com- 
munity. 

"Professional  pursuits"  is  an  important  item.  A  teacher  who  is 
satisfied  simply  to  teach  school  without  investigating  and  improving, 
except  as  suggested  by  the  principal  or  superintendent,  is  not  doing  her 
best.  She  should  be  interested  in  good  works  on  pedagogy,  psychology, 
methods,  etc.  Her  reading  of  school  periodicals,  attendance  upon  educa- 
tional gatherings,  her  knowledge  of  current  events  and  the  literature  of 
the  day,  are  all  important  factors  to  be  considered  in  marking  the  success 
grade. 

The  difficult.v  in  applying  these  schedules  will  be  in  marking  the 
details.  After  having  marlved  the  items  conscientiously  the  superintendent 
often  finds  that  he  does  not  give  his  real  estimate  of  the  teacher.  He  feels 
that  it  is  too  much  or  too  little,  especially  when  she  is  compared  with 
other  teachers  whom  he  has  marked  just  as  carefully  on  the  same  plan. 

The.  superintendent  should  have  in  mind  all  the  items  mentioned  in  the 
schedules,  but  it  will  be  difficult  to  mark  them  separately.  After  all,  one',? 
"general  impression"  of  a  school  is  a  better  guide  than  the  summary  of 
the  several  items,  especially  when  the  superintendent  is  in  doubt. 

A  teacher  is  successful  Avhen  she  is  training  her  children  to  love  order, 
obedience,  politeness,  and  to  have  reverence  for  things  sacred.  In  judg- 
ing the  work  of  a  gardener  we  pay  very  little  attention  to  the  "method" 
of  planting,  sowing,  cultivating  or  reaping,  but  the  emphasis  is  placed 
upon  the  growing  plant  in  its  various  stages,  and  to  the  finished  product. 
Likewise,  in  passing  judgment  upon  the  work  of  the  teacher,  the  general 
spirit  of  the  school,  rather  than  the  detailed  analysis;  the  "general 
impression"  of  the  teacher's  worth  instead  of  the  grading  of  the  several 
items,  should  guide  the  superintendent  in  marking  the  success  grades. 

k.     STATE  LICENSES. 

In  1899  the  legislature  gave  applicants  for  teachers'  license  the 
privilege  of  sending  their  manuscripts  to  the  department  of  public 
instruction  to  be  graded.  This  entitles  them  to  a  license  to  teach 
in  any  county  in  the  state  instead  of  in  one  county  if  the  manu- 
scripts are  examined  and  graded  by  the  county  superintendent. 
The  law  has  been  a  great  convenience  to  teachers  and  has  at  the 
same  time  assisted  materially  in  raising  the  standard  of  examina- 
tions. 

l.     READING  CIRCLE  BOARD. 

The  state  superintendent  is,  ex  officio,  a  member  of  the  reading 
circle  board  of  the  state.  This  board  and  the  department  have  a 
common  purpose  in  selecting  the  best  literature  for  teachers  and 
pupils. 


EDUCATION  IN  INDIANA.  39 

m.     STATE  NORMAL  SCHOOL  BOARD  OF  TRUSTEES. 

The  state  superintendent  is  also,  ex  officio,  a  member  of  the 
board  of  trustees  of  the  state  normal  school.  This  duty  serves  to 
keep  the  department  in  close  touch  with  the  professional  training 
of  teachers  and  the  everyday  practical  pedagogical  problems.  It 
is  a  duty,  too,  which  takes  the  superintendent  away  from  his 
clerical  duties  and  brings  him  face  to  face  with  the  actual  problems 
of  teachers. 


B.    THE  STATE  BOARD  OF  EDUCATION- 

1.     HISTOEY. 

When  Caleb  Mills  first  suggested  a  board  of  education  for 
Indiana  it  was  to  consist  of  a  county  superintendent  chosen  from 
each  of  the  congressional  districts.  When  in  1852  the  board  was 
created  it  consisted  of  the  state  superintendent,  and  the  governor, 
secretary,  treasurer  and  auditor  of  state.  In  1855  the  attorney- 
general  was  added.  In  1865,  it  was  changed  and  consisted  of  the 
state  superintendent,  the  governor,  the  president  of  the  state  uni- 
versity, the  president  of  the  state  normal  school  (not  established 
till  1872),  and  the  superintendents  of  schools  of  the  three 
largest  cities  in  the  state.  In  1875  the  president  of  Purdue  Uni- 
versity was  added.  In  1899  the  general  assembly  enacted  a  law 
providing  for  three  additional  members  to  be  appointed  by  the 
governor.  They  must  be  three  citizens  of  prominence,  actively 
engaged  in  educational  work  in  the  state,  at  least  one  of  whom  shall 
be  a  county  superintendent,  none  of  whom  shall  be  appointed  from 
any  county  in  which  any  other  member  of  the  state  board  of  educa- 
tion resides,  or  from  which  any  other  member  was  appointed. 
Under  this  last  provision  the  present  board  has  the  following 
membership : 

Fassett  A.  Cotton,  president,  state  superintendent  public  in- 
struction. 

W.  W.  Parsons,  secretary,  president  state  normal  school. 

Hon.  W.  T.  Durbin,  governor  of  Indiana. 

Dr.  William  L.  Bryan,  president  Indiana  university. 

Dr.  W.  E.  Stone,  president  Purdue  university. 


40  EDUCATION  IN  INDIANA. 

Dr.  W.  T.  Stott,  president  Franklin  college. 

C.  iN".  Kendall,  superintendent  Indianapolis  schools. 

F.  W.  Cooley,  superintendent  Evansville  schools. 

J.  ^N".  Study,  superintendent  Ft.  Wayne  schools. 

Prof.  J.  M.  Bloss,  ex-state  superintendent  of  public  instruction. 

E.  E.  Robey,  superintendent  Howard  county. 

The  state  board  of  education  with  its  ex  officio  nlembership  has 
always  been  regarded  as  a  unique  feature  in  the  Indiana  system. 
Indeed  its  strength  has  been  due  to  its  ex  officio  membership.  At 
times  it  has  had  in  its  membership  such  men  as  David  Starr 
Jordan,  John  Merle  Coulter,  and  Lewis  H.  Jones,  men  of  national 
and  international  reputation.  So  constituted  it  will  necessarily 
always  have  the  best  qualified  educators  of  the  state. 

2.     ADMmiSTEATION. 

a.     EXAMINATIONS. 

The  state  board  of  education  is  responsible  for  all  examinations 
of  teachers  and  makes  all  questions  used  in  these  examinations 
which  are  for  the  following  grades  of  license : 

1.  Primary  license,  one,  two  and  three  years. 

2.  Common  school  license,  one,  two  and  three  years. 

3.  High  school  license,  one,  two,  three  and  five  years. 

4.  Professional  license,  eight  years. 

5.  Life  state  license. 

In  addition  to  making  the  questions  the  board  conducts  the 
examination  and  examines  and  grades  the  manuscripts  of  appli- 
cants for  professional  and  life  state  licenses.  All  other  examina- 
tions are  conducted  by  the  county  superintendent,  and  the  manu- 
scripts are  graded  by  the  county  superintendent  or  by  the  state 
superintendent.  The  law  provides  for  an  examination  to  be  held 
on  the  last  Saturday  of  the  first  eight  months  in  each  year. 

h.     REGULATIONS  CONCERNING  EXAMINATIONS  AND  LICENSES. 

The  following  circular  was  isSued  by  the  state  superintendent 

of  public  instruction. 

Indianapolis,  Ind.,  January  15,  1904. 

All  applicants  for  common  school  or  primary  licenses  during  the  year 
1904— either  state  or  county  licenses— may  select  either  one  of  two  lists  of 


EDUCATION  IN  INDIANA.  41 

questions  on  the  subjects  of  history  and  literature.  In  each  subject,  one 
list  will  be  based  upon  the  general  field  of  the  subject,  the  other  upon  the 
reading  circle  booli  corresponding  with  it. 

Grades  of  Licenses. 

I.  Life  State  License  for  Graduates  of  Higher  Institutions  of  Learn- 
ing Only.— The  state  board  of  education  revised  its  rules  governing  appli- 
cants for  life  state  licenses  by  the  addition  of  the  following  resolutions: 

Resolved,  That  the  rules  of  the  state  board  of  education  relating  to 
examinations  for  and  the  granting  of  life  state  licenses,  shall  be  and  are 
hereby  amended  by  the  addition  of  the  following:  All  graduates  of  higher 
institutions  of  learning  in  Indiana,  or  other  institutions  of  equal  ranli  in 
other  states  approved  by  this  board,  which  require  graduation  from  com- 
missioned high  schools,  or  the  equivalent  of  the  same,  as  a  condition  of 
entrance,  which  maintain  standard  courses  of  study  of  at  least  four  years, 
and  whose  worli,  as  to  scope  and  quality,  is  approved  by  the  state  board 
of  education,  shall,  on  complying  with  the  conditions  enumerated  below, 
be  entitled  to  life  state  licenses  to  teach  in  Indiana:  Provided,  however. 
That  graduation  by  the  applicant  shall  have  been  accomplished  by  not  less 
than  three  years'  resident  study  and  by  thorough,  extended  examinations 
in  all  subjects  pursued  privately  and  for  which  credit  has  been  given  by 
the  institution:  And,  provided  further,  That  the  requirement  as  to  three 
years'  resident  study  shall  apply  only  to  applicants  graduating  after 
January  18,  1900. 

First.  Such  applicants  must  have  held  one  or  more  sixty  months' 
licenses  or  a  professional  license.    (See  requirements  in  this  circular.) 

Second.  They  must  present  to  the  state  board  of  education  satisfac- 
tory written  testimonials  from  competent  superintendents,  special  super- 
visors, teachers,  or  other  school  officials  to  the  effect  that  they  have 
taught  and  managed  a  school  or  schools  successfully  for  a  period  of  not 
less  than  thirty  months,  at  least  ten  of  which  shall  have  been  in  Indiana. 

Third.  They  must  pass  thorough,  satisfactory  examinations  in  any 
three  of  the  following  subjects:  (1)  General  history  of  education;  (2)  The 
school  system  and  the  school  law  of  Indiana;  (3)  Educational  psychology; 
(4)  Experimental  psychology  and  child  study;  (5)  Leading  school  systems 
of  Europe  and  America;  (6)  Science  of  education,  and  (7)  The  principles 
and  methods  of  instruction. 

Fourth.  Before  entering  upon  the  examination,  such  applicants  shall 
present  to  the  state  board  of  education  satisfactory  evidence  of  good 
moral  character,  and  shall  pay  five  dollars  each  (the  fee  prescribed  by 
law),  which  can,  in  no  case,  be  refunded.  Examinations  in  the  subjects 
named  above  may  be  talien  on  the  last  Saturday  of  April. 

Fifth.  A  license  will  be  granted  to  those  who  malie  a  general  average 
of  75  per  cent.,  not  falling  below  65  per  cent,  in  any  subject. 

II  and  III.  For  Applicants,  not  Graduates  of  Higher  Institutions  of 
Learning.— Life  state  and  professional. 

Examinations  for  these  licenses  will  be  conducted  in  the  months  of 
February  and  April. 


42  EDUCATION  IN  INDIANA. 

Section  1.  Subjects  for  February:  Algebra,  civil  government,  Ameri- 
can literature,  science  of  education,  and  two  of  the  following  three 
subjects— Elements  of  physics,  elements  of  botany,  and  Latin  (Latin 
grammar,  two  books  of  Gaesar  and  two  of  Virgil).  A  satisfactory  exami- 
nation on  the  above  entitles  the  applicant  to  a  professional  license,  valid 
in  any  Indiana  school  for  eight  years. 

Section  2.  Subjects  for  April:  Geometry,  rhetoric,  general  history, 
English  literature,  physical  geography  and  two  of  the  following  three 
subjects— chemistry,  geology,  and  zoology.  A  satisfactory  examination 
on  both  1  and  2  entitles  the  applicant  to  a  life  state  license. 

The  following  requirements  govern  the  application  for  life  state  and 
professional  licenses: 

1.  Applicants  for  life  state  and  professional  licenses  must  have  held 
two  thirty-six  months'  licenses  in  Indiana,  or  an  equivalent  in  another 
state,  obtained  by  actual  examination,  and  must  have  taught  successfully 
at  least  forty-eight  months,  which  fact  shall  be  properly  certified  to  and 
sent  with  the  manuscript  to  the  state  board  of  education. 

Before  entering  upon  the  examination,  applicants  shall  present  to  the 
examiner  satisfactory  evidence  of  good  moral  character  and  professional 
ability.  Applicants  for  life  state  license  shall  pay  five  dollars  each  (the 
fee  prescribed  by  law),  which  can,  in  no  case,  be  refunded. 

2.  Applicants  for  professional  license  will  take  the  February  exami- 
nation only. 

3.  No  fee  is  required  of  applicants  for  professional  license. 

4.  A  license  will  be  granted  to  those  who  make  a  general  average  of 
seventy-five  per  cent.,  not  falling  below  sixty  per  cent,  in  any  subject, 
and  who  present  satisfactory  evidence  of  professional  ability  and  good 
moral  character. 

5.  An  applicant  for  a  life  state  license  failing  in  the  examination  for 
the  same,  but  who  will  have  met  all  the  requirements  for  a  professional 
license,  shall  receive  such  license,  or  if  he  reach  the  required  average  for 
a  professional  license,  but  fall  below  the  standard  per  cent,  in  one  subject, 
he  may  be  conditioned  in  such  subject,  and  may  be  granted  a  professional 
license,  on  the  same  conditions  as  if  he  had  originally  applied  for  a  iicense 
of  this  class. 

6.  An  applicant  is  "conditioned,"  that  is,  he  may  complete  the  work 
at  the  next  regular  examination,  if  he  makes  the  required  general  average 
and  pass  successfully  upon  all  the  branches  except  one,  required  for  the 
license  applied  for.  A  statement  setting  forth  this  fact  will  be  furnished 
such  "conditioned"  applicant,  who  must  present  the  same  to  the  county 
superintendent,  who  will  forward  it  with  the  conditioned  manuscript  to 
the  department  of  public  instruction. 

Where  the  Examinations  May  Be  Taken. 

Applicants  for  a  professional  license  or  a  life  state  license  may  be  ex- 
amined by  members  of  the  state  board  of  education  at  any  one  of  the  fol- 
lowing places  on  the  last  Saturdays  of  February  and  April,  respectively: 

1.  In  the  department  of  public  instruction,  state  house. 

2.  In  the  office  of  the  city  superintendent  of  schools,  Fort  Wayne. 


EDUCATION  IN  INDIANA.  43 

3.  In  the  office  of  the  city  superintendent  of  schools,  Evansville. 

4.  In  the  office  of  the  county  superintendent  of  schools,  Valparaiso. 

5.  In  the  office  of  the  county  superintendent  of  schools,  Richmond. 

6.  In  the  office  of  the  county  superintendent  of  schools,  Terre  Haute. 

7.  In  the  office  of  the  county  superintendent  of  schools,  Lafayette. 

8.  In  the  office  of  the  city  superintendent  of  schools,  Seymour. 

9.  In  the  office  of  the  city  superintendent  of  schools,  Bloomington. 


Rules. 

1.  Write  upon  one  side  of  the  paper  only,  using  legal  cap. 

2.  See  that  the  answers  to  tlie  questions  in  each  branch  are  entirely 
separate  from  those  of  any  other  branch,  and  securely  fastened  together. 

3.  Write  full  name  and  postoffice  address  upon  each  set  of  answers, 
and  upon  every  sheet  disconnected  from  the  first  one. 

4.  Answer  the  general  questions  upon  a  separate  sheet. 

5.  Furnish  the  examiner  with  recommendations  required,  which  are 
to  be  filed  for  future  reference. 

Applicants  should  furnish  to  tlie  examiner  the  necessary  postage  to 
send  manuscripts. 

IV.  Sixty  Months'  State  License.— This  license  is  valid  to  teach  any 
subject  in  any  non-commissioned  high  school  in  the  state;  to  teach  all  of 
the  common  branches  in  any  school  in  the  state;  and  to  teach  the  subjects 
upon  which  the  examination  is  made  in  any  commissioned  school.  The 
examination  may  be  taken  on  the  last  Saturday  of  any  of  the  first  eight 
calendar    months,    but    must   be    taken    in    two   divisions,    as    follows: 

The  first  division,  an  average  of  95  per  cent.,  not  falling  below  85  per 
cent,  in  the  common  branches;"  the  second  division,  an  average  of  75  per 
cent,  not  falling  below  60  per  cent,  in  any  of  the  five  branches,  as 
follows; 

Group  1— Literature  and  composition  (required  by  all  applicants). 

Group  2— Algebra  or  geometry  (one  required). 

Group  3— Botany,  zoology,  chemistry,  physics,  or  physical  geography 
(one  required). 

Group  4— History  and  civics,  Latin  or  German  (one  required). 

Group  5— One  subject  from  "2,"  "3,"  or  "4"  not  already  taken.  Five 
subjects  are  required  in  this  division. 

In  order  to  secure  a  sixty  months' .license  the  MSS.  of  both  divisions 
must  be  sent  to  this  department,  by  number,  for  gradation.  The  fee  of 
$1.00  must  be  sent  with  the  MSS.  in  each  division.  These  examinations 
may  be  taken  in  any  county. 

Note  1.  An  applicant  who  has  never  taught  may  take  the  examination 
in  any  county. 

Note  2.  An  applicant  who  has  taught  must  take  the  examination  in 
the  county  in  which  he  last  taught  unless  he  has  permission  from  the 
county  superintendent  under  whom  he  last  taught,  and  then  he  must  bear 
recommendations  and  be  fully  identified  to  the  county  superintendent  to 
whom  he  applies  for  examination. 

V.  Thirty-six  Months'  State  License.— Valid  to  teach  the  common 
branches  in  any  common  school  of  the  state  for  a  period  of  three  years. 


44  EDUCATION  IN  INDIANA. 

It  is  issued  by  the  state  department.  The  examination  may  be  talien  on 
the  last  Saturday  of  any  of  the  first  eight  calendar  months.  General 
average,  95  per  cent. ;  minimum  grade,  85  per  cent. 

VI.  Twenty-four  Months'  State  License.— Valid  to  teach  the  common 
branches  in  any  school  of  the  state.  General  average,  90  per  cent.;  min- 
imum grade,  80  per  cent.     Other  conditions  same  as  "V." 

VII.  Twelve  Months'  State  License.— Valid  to  teach  the  common 
branches  in  any  school  of  the  state  for  a  period  of  twelve  months.  Gen- 
eral average,  85  per  cent.;  minimum  grade,  75  per  cent.  Other  conditions 
same  as  "V." 

VIII.  State  Primary  License.— For  periods  of  one,  two  or  three  years 
upon  averages  and  minimums  as  in  V,  VI  and  VII.  These  licenses  are 
issued  by  the  state  department  of  public  instruction,  and  examinations 
may  be  taken  on  the  last  Saturday  of  March,  April,  May,  June,  July  or 
August 

IX.  State  High  School  License.— Issued  by  the  department  of  public 
instruction  and  valid  to  teach  high  school  subjects  in  any  of  the  schools  of 
the  state.  The  applicant  must  be  examined  upon  all  subjects  he  desires 
to  teach.  No  license  will  be  issued  for  a  period  of  more  than  one  year 
unless  the  applicant  write  upon  at  least  five  subjects.  The  averages  and 
minimums  are  the  same  as  in  V,  VI  and  VII.  The  examinations  may  be 
taken  on  the  last  Saturday  of  any  of  the  first  eight  calendar  months. 

X.  County  Common  School  Licenses.— Issued  by  county  superintend- 
ents for  periods  of  three,  two,  one  and  one-half  years,  and  valid  to  teach 
the  common  branches  in  the  schools  of  the  county  in  which  the  license  is 
granted.  The  questions  for  these  and  all  other  examinations  are  fur- 
nished by  the  state  board  of  education.  Examinations  are  conducted  on 
the  last  Saturday  of  each  of  the  first  eight  calendar  months.  The  aver- 
ages and  minimums  are  the  same  as  in  V,  VI  and  VII. 

XI.  County  Primary  Licenses.— Issued  by  the  county  superintendent 
for  periods  of  one,  two  and  three  years.  The  examinations  may  be  taken 
in  March,  April,  May,  June,  July  or  August.  Other  conditions  the  same 
as  in  X. 

XII.  County  High  School  License.— Issued  by  the  county  superintend- 
ent for  periods  of  one,  two  and  three  years.  Other  conditions  the  same 
as  IX. 

XIII.  Fees.— An  applicant  for  any  grade  of  license  mentioned  in  V, 
VI,  VII,  VIII  and  IX  above,  must  pay  the  fee  of  one  dollar.  This  fee  pro- 
vides for  one  trial  only  if  the  applicant  secures  a  license.  If  he  fails  to 
secure  a  license  he  may  have  a  second  trial.  A  third  trial  is  granted  in 
case  of  a  second  failure.  These  three  trials  may  be  made  for  the  one  fee, 
provided  they  occur  within  one  calendar  year;  otherwise,  the  usual  fee 
must  be  paid  for  the  second  or  third  trial. 

Applicants  for  the  first  division  of  a  sixty  months'  license  are  entitled 
to  three  trials  in  any  one  calendar  year  for  one  fee  in  case  of  failure  to 
make  the  required  grades,  provided  a  lower  grade  of  license  is  not  issued. 

XIV.  Sixty  Months'  License— High  School  License.— If  an  applicant 
fall  too  low  in  the  common  school  branches,  a  license  will  be  issued  on 
each  section  separately  in  accordance  with  the  standard  attained  by  him 
in  such  sections;  in  which  case  a  subsequent  examination  would  make 
necessary  an  additional  fee. 


EDUCATION  IN  INDIANA.  45 

c.     SCHOOL  BOOK  COMMISSIONERS. 

The  state  board  of  education  is  the  state  board  of  school  book 
commissioners.  As  such  it  adopts  text-books  for  the  common 
schools  for  periods  of  five  years.  When  a  contract  has  been  made 
with  a  publisher  the  books  are  secured  for  the  public  by  a  requisi- 
tion of  the  county  superintendent  for  the  number  of  books  needed 
in  his  county  upon  the  state  superintendent,  who  in  turn  makes 
requisition  upon  the  contractor  for  the  number  of  books  needed  in 
the  state.  The  county  superintendent  becomes  the  agent  for  the 
sale  of  these  books  and  makes  his  reports  to  the  various  contractors. 

This  plan  of  securing  uniform  text-books  has  been  regarded  as 
very  successful  and  it  is  believed  that  the  following  advantages  are 
gained  from  such  uniformity : 

1.  It  insures  good  books  at  a  uniform  low  price. 

2.  It  obviates  the  purchase  of  new  books  Avhen  children  move 
from  one  part  of  the  state  to  another. 

3.  It  makes  classification  easy. 

4.  It  puts  teachers  in  closer  touch. 

5.  It  makes  a  uniform  course  of  study  more  effective* 

d.     HIGH  SCHOOL  COMMISSIONS. 

The  state  board  of  education  in  order  to  keep  some  uniform 
standard  of  efficiency  in  high  schools  has  established  certain 
requirements  in  the  work  which  entitle  high  schools  to  commis- 
sions. These  commissions  carry  with  them  exemption  from  exami- 
nation for  entrance  to  the  freshman  class  in  the  higher  institutions 
of  learning.  Upon  the  recommendation  of  the  state  superintendent 
members  of  the  board  inspect  the  work  of  high  schools  and  deter- 
mine  whether  the  requirements  for  commission  have  been  met. 
This  work  of  the  board  has  resulted  in  a  perceptible  increase  in 
the  efficiency  of  the  high  schools,  since  all  schools  want  commis- 
sions, and  when  once  obtained  every  effort  is  made  on  the  part 
of  school  officials,  teachers  and  patrons  to  retain  them.  Following 
are  the  requirements  necessary  for  a  commission : 

The  following  course  of  study  for  the  commissioned  high  schools  of 
Indiana  was  adopted  by  the  state  board  of  education,  July  2,  1902.  It  is 
a  revision  of  the  course  adopted  in  1898.  It  provides  for  required  work  as 
follows:    Three  years  of  language,  three  years  of  history,  three  years  of 


46  EDUCATION  IN  INDIANA. 

mathematics,  two  years  of  science,  fom*  years  of  English,  and  electives  to 
complete  a  full  course  of  four  years.  It  is  not  intended  that  the  course 
should  be  an  absolute  one,  but  that  it  should  guide  local  school  officers  and 
teachers  and  form  the  basis  of  a  minimum  course.  For  example,  the 
option  is  given  in  the  first  year  to  study  either  botany  or  zoology,  or  one 
of  four  languages.  In  the  third  year  to  pursue  the  study  of  England 
throughout  the  entire  year,  or  to  divide  the  year  between  the  French  and 
English  history;  in  the  fourth  year  to  study  either  physics  or  chemistry, 
or  both,  or  to  carry  throughout  the  year  any  one  of  a  number  of  electives 
It  is  the  desire  of  the  board  to  have  a  few  subjects  continued  throughout 
the  entire  course,  rather  than  a  great  field  of  subjects  each  through  a 
brief  period.  It  would  not  seem  advisable  to  drop  one  year  of  English  for 
the  purpose  of  substituting  an  elective,  nor  does  it  seem  advisable  to  drop 
one  year  of  history  and  substitute  an  elective  in  a  different  department. 
A  course  of  study  containing  few  subjects,  pursued  throughout  the  entire 
high  school  course,  has  many  advantages:  First,  It  gives  excellent  train- 
ing, scholarship  and  discipline  in  a  given  subject.  Second,  It  malvcs 
necessary  fewer  teachers.  Third,  It  requires  a  smaller  library  and  equip- 
ment. The  board  recognizes  the  fact  that  a  great  many  students  do  not 
continue  their  education  beyond  the  high  school.  For  that  reason,  the 
option  is  given  of  substituting  commercial  arithmetic  or  bookkeeping  for 
solid  geometry.  It  is  the  intention  of  the  state  board  of  education  to 
inspect  as  many  of  the  commissioned  high  schools  each  year  as  it  is  pos- 
sible for  them  to  reach.  The  points  of  interest  to  them  are  those  required  1 
of  all  commissioned  high  schools,  namely:  First,  The  character  of  the| 
teaching  must  be  satisfactory.  Second,  The  high  school  course  mustj 
not  be  less  tlian  thirty-two  months  in  length,  continuing  from  the  eighth  \ 
year.  Third,  The  whole  time  of  at  least  two  teachers  must  be  given  to  j 
the  high  school  work.  Fourth,  The  pursuing  of  few  subjects  throughout 
the  entire  course  rather  than  many  covering  short  periods.  Fifth,  A 
library  adequate  to  meet  all  the  demands  for  reference  work  and  general 
reading  supplementary  to  the  regular  text-books.  (See  recommendations 
in  connection  with  the  outlines  of  the  different  subjects  and  reference  list 
on  page  35.)  Sixth,  Laboratories  fully  equipped  to  do  all  of  the  necessary 
work  in  the  sciences  pursued  in  any  given  high  school.  Seventh,  No 
science  should  be  taught  for  a  term  of  less  than  one  year.  Eighth,  Ad- 
mission to  the  high  school  must  be  given  only  to  those  who  have  com- 
pleted to  the  entire  satisfaction  of  the  school  officers  and  teachers,  all  of 
the  work  of  the  grades.  Ninth,  The  high  school  building  must  be  kept  in 
good  order,  the  sanitary  appliances  adequate,  the  heating  and  lighting 
good,  and  outhouses  and  indoor  closets  clean  and  sanitary.  Tenth,  All 
courses  leading  to  college  entrance  should  provide  at  least  three  years 
of  foreign  language.  Eleventh,  Psychology,  sociology  and  political  econ- 
omy should  not  be  taught  in  high  schools.  Twelfth,  Beginning  with  the 
school  year  1903,  each  high  school  must  have  in  its  faculty  at  least  one 
graduate  from  an  acceptable  normal  school,  college  or  university.  Thir- 
teenth, The  course  of  study  must  be  at  least  a  fair  equivalent  of  the  ^ 
following: 


EDUCATION  IN  INDIANA. 

COURSE  OF  STUDY. 


47 


First  Year. 

Second  Year. 

Third  Year. 

Fourth  Year. 

(Required.) 

Algebra,    one -half 

Plane  Geometry,  one- 
half  year,  and  Solid 

English. 

year,    and    Plane 

Geometry,  one-half 

Geometry,  one-half 

American  History 

Algebra. 

year,    or    Concrete 

year. 

and  Civil  Govern 

Geometry,  one-half 
year.    (Elective.) 

ment. 

Physics  or  Chemis- 

Botany or  Zoology. 

English. 

English. 

try. 
Electives— 

English. 

History  of  England, 
one  year,  or  French 

Physical     Geogra- 
phy. 

History    of    Greece, 

Geology. 

one-half   year,   and 

and    English    His- 

Language— 

History    of    Rome, 
one-half  year. 

tory,  one  year  (one- 

Commercial  Arith- 

(a) Latin, 

half  year  each). 

metic. 

(b)  German, 

(c)  French 

Bookkeeping  or 

or 

Language,     one 

(d)  Greek. 

Language. 

Language. 

year. 

The  following  is  a  high  school  inspection  blank  used  by  the 
board  of  education : 

REPORT  OF  HIC^H  SCHOOL  INSPE'CTION. 


Ind., ,  190... 


To  the  State  Board  of  Education: 

Gentlemen— Having  visited  tlie  high  school  at 

on  the day  of ,  190. .., 

and  having  made  a  careful  inspection  of  said  school,  I  beg  to  submit  the 
subjoined  report: 

I.  Physical  Conditions: 

(a)  Building 

(b)  Heating    

(c)  Ventilation    

(d)  Premises    

(e)  Outhouses    

(f)     

(g) 

II.  Name  and  Educational  and  Pedagogical  Qualifications  of  the 


Superintendent 

High  school  principal. 
First  assistant  ....... 

Second  assistant  .... 

Third  assistant    


III. 


(a) 
(b) 
(0 
(d) 
(e) 

(f )     

(g)    

Course  of  Study  (Number  of  months  of  worli  in): 

(a)  Composition  and  rhetoric 

(b)  Literature    

(c)  Physics 


48  EDUCATION  IN  INDIANA. 

III.  Course  of  Study— Continued. 

(d)  Zoology    

(e)  Botany    

(f)  Geology   

(g)  Chemistry   

(h)  Latin— 

a 

b 

c 

d 

(i)    History  and  civics— 

a 

b 

c 

d 

(j)    Algebra    

(k)    Geometry    

(1)     

(m)  

(n)    

IV.  *Libraries: 

(a)  No.  classical  books 

(b)  No.  mathematical  books 

(c)  No.  scientific  books 

(d)  No.  literary  books 

(e)  No.  reference  books,  as  dictionaries,  etc 

(f)     

(g)    

V.  t Apparatus: 

(a)  For  work  in  physics 

No.  of  pieces  and  value 

(b)  For  work  in  botany 

No.  of  pieces  and  value 

(c)  For  chemistry   

No.  of  pieces  and  value 

(d)  For  zoology   

No.  of  pieces  and  value 

(e) 

(f )    

VI.  Enrollment: 

(a)  In  senior  class   

(b)  In  junior  class 

(c)  In  second  year   

(d)  In  first  year ^ 

(e)  In  grades  below  high  school 


♦List  of  titles  should  be  attached  on  separate  sheet  unless  the  library  is  very  large. 
tList  of  most  important  pieces  should  be  attached. 


EDUCATION  IN  INDIANA.  49 


VII.  Remarks: 

(a)  On  character  of  instruction 

(b)  On  spirit  of  sctiool  and  community 

(c)  On  average  age  of  graduating  class 

(d)  On  needs  of  ttie  school 

(e)  On  the  length  of  school  term  

(f)  On  attitude  of  .school  officers 

(g)    

VIII.  Recommendations: 

(a)    

(Signed)  

e.     STATE  LIBRARIAN. 

The  state  board  of  education  appoints  the  state  librarian  and 
assistants,  who  hold  office  during  good  behavior.  It  is  thus  respon- 
sible for  the  efficiency  of  the  library  system  of  the  state. 

f.     STATE  NORMAL  VISITING  BOARD. 

The  law  provides  for  an  annual  board  of  visitors  which  shall 
inspect  the  work  of  the  state  normal  school.  This  board  of  visitors 
is  appointed  by  the  state  board  of  education.  Its  membership  is 
chosen  from  the  prominent  educators  of  the  country  and  its  work 
is  intended  to  be  helpful  in  a  suggestive  way  to  the  institution. 


4— Education. 


11.    County  Supervision. 


A.  COUNTY  SUPERINTENDENT. 

1.     HISTOEY. 

County  supervision  has  come  to  be  what  it  is  today  through  a 
long  process  of  development.  As  early  as  1818  the  general 
assembly  made  it  the  duty  of  the  governor  to  appoint  for  each 
county  a  seminary  trustee.  The  duty  of  this  officer  was  almost 
entirely  connected  with  the  financial  problem.  In  1824,  the  law 
provided  for  the  election  of  three  trustees  in  each  township  and 
placed  examining  teachers  and  granting  licenses  among  their 
duties.  The  examiners  were  not  school  men,  and  the  meager  test 
covered  the  subjects  of  reading,  writing  and  arithmetic.  There 
were  only  six  organized  counties  at  that  time. 

In  1831  the  law  provided  for  a  school  commissioner  for  each 
county  who  looked  after  the  funds  of  the  local  school  corporations 
and  who  was  elected  for  a  term  of  three  years.  In  1833  in  addi- 
tion to  the  school  commissioner  for  the  county  and  the  three 
trustees  for  the  township  provision  was  made  for  the  election  of 
three  subtrustees  in  each  district,  to  hold  office  one  year.  These 
district  trustees  examined  applicants  and  employed  teachers.  The 
law  of  1836  made  it  legal  for  any  householder  to  employ  a  teacher 
in  case  of  failure  to  elect  district  trustees.  In  1837,  in  addition 
to  all  these  officers,  and  with  only  a  slight  modification  of  their 
duties,  the  circuit  court  was  authorized  to  appoint  annually  three 
examiners  whose  duty  it  should  be  "to  certify  the  branches  of 
learning  each  applicant  was  qualified  to  teach."  During  the  next 
decade  no  change  was  made  inihe  county  system.  In  1847,  Caleb 
Mills  in  the  second  of  his  famous  messages  gave  as  one  of  the 
essential  characteristics  of  a  state  system  of  schools,  efficient  super- 
vision, state  and  county.  The  law  of  1849  abolished  the  office  of 
county  school  commissioner,  retained. the  three  school  exaniiners 

(50) 


EDUCATION  IN  INDIANA.  51 

in  each  county,  and  the  three  township  trustees,  but  substituted 
one  trustee  in  each  district  instead  of  three.  This  was  the 
beginning  of  the  simplification  of  the  school  machinery  of  the 
county.  This  law  prescribed  a  minimum  school  term,  made 
schools  in  each  township  of  uniform  length,  and  adopted  an  elab- 
orate system  of  records  and  reports  through  teachers,  district  and 
township  trustees,  the  county  auditor  and  treasurer,  the  superin- 
tendent of  common  schools,  and  the  legislature. 

The  new  constitution  in  1851  left  the  county  school  machinery 
practically  as  the  law  of  1849  had  left  it,  and  so  it  remained  till 
the  sixties.  The  law  of  1852  did  make  the  licensing  of  teachers  a 
part  of  the  duty  of  the  state  superintendent  of  public  instruction 
by  himself  or  deputies  whom  he  was  authorized  to  appoint,  one  to 
a  county.  This  arrangement  did  not  prove  satisfactory.  In  1856 
Superintendent  Mills  recommended  the  appointment  of  three  ex- 
aminers to  each  county  to  constitute  a  board.  In  1859,  Superin- 
tendent Rugg,  speaking  of  the  system,  said  that  there  was  ''a  gap 
in  the  supervision  of  its  interests  and  affairs,  which,  if  properly 
filled,  would  contribute  much  to  facilitate  its  workings  and  assist 
in  its  administration."  He  recommended  that  the  examiners,  in- 
stead of  the  auditors,  be  held  responsible  for  the  annual  school 
reports;  that  they  should  visit  and  inspect  the  schools  of  their 
respective  counties,  looking  to  greater  uniformity  in  their  organi- 
zation and  management.  The  outcome  of  these  recommendations 
was  a  change  in  the  law  of  1861  substituting  one  examiner  with  a 
term  of  three  years  for  the  three  that  had  held  ofiice  in  each  county 
and  placing  the  appointing  poAver  in  the  board  of  county  commis- 
sioners. This  law  made  all  examinations  public  and  prohibited  the 
granting  of  a  license  upon  private  examinations.  It  was  another 
step  towards  the  simplification  of  the  school  machinery  of  the 
coimty  and  resulted  in  great  advance.  But  the  greatest  advance 
appeared  in  the  provision  that  "said  examiners  shall  constitute  a 
medium  of  communication  between  the  state  superintendent  of 
public  instruction  and  the  subordinate  school  ofiicers  and  schools; 
they  shall  visit  the  schools  of  their  respective  counties  as  often  as 
they  may  deem  it  necessary,  during  each  term,  for  the  purpose  of 
increasing  their  usefulness,  and  elevating  as  far  as  practicable  the 
poorer  schools  to  the  standard  of  the  best ;  advising  and  securing. 


62  EDUCATION  IN  INDIANA, 

as  far  as  practicable  uniformity  in  their  organization  and  manage- 
ment, and  their  conformity  to  the  law  and  the  regulations  and 
instructions  of  the  state  board  of  education  and  of  the  state  super- 
intendent of  public  instruction,  and  shall  encourage  teachers' 
institutes  and  associations.  They  shall  receive  from  the  trustees 
their  reports  of  enumeration  and  their  regular  school  and  other 
reports  which  are  required  by  law  to  be  made  by  them,  and  other- 
wise gather  up  the  necessary  data  and  information,  including  that 
relative  to  private  schools,  high  schools,  colleges  and  other  private 
institutions  of  learning  within  their  respective  counties,  so  as  to 
present  a  view  of  the  educational  facilities  of  the  state  and  enable 
them  to  make  full  and  complete  reports  to  the  state  superintendent 
of  public  instruction ;  and  receive  for,  and  distribute  to  the  town- 
ship libraries  such  books  as  may  be  furnished  for  them,  and  advise 
such  a  disposition  and  use  of  them  as  will  tend  to  increase  their 
usefulness  and  advise  the  trustee  as  to  the  most  approved  school 
furniture,  apparatus  and  educational  agencies." 

While  a  great  advance  had  been  made,  the  feeling  soon  became 
apparent  that  the  good  of  the  schools  required  better  service  than 
could  be  rendered  by  the  examiner  under  these  conditions.  In  re- 
sponse to  a  call  made  by  State  Superintendent  Hoshour  the  exam- 
iners met  in  Indianapolis  in  convention  for  the  first  time  on  No- 
vember 6,  1862.  They  discussed  such  problems  as  qualifications  of 
teachers,  examinations,  visitation,  and  reports.  The  second  state 
convention  of  examiners  met  at  the  call  of  State  Superintendent 
Hoss  in  the  summer  of  1866  and  among  the  changes  recommended 
was  one  calling  for  the  creation  of  a  county  board  of  education. 
In  1868  Superintendent  Hobbs  held  that  "to  be  able  to  judge  of 
the  practical  qualities  of  teachers  the  examiners  should  spend 
enough  time  with  them  in  their  schools  to  know  that  their  work 
is  professionally  done ;  that  the  entire  time  of  one  man  is  not  too 
much  for  the  work  demanded  in  a  majority  of  the  counties."  In 
18Y2  Superintendent  Hopkins  made  the  recommendation  that  the 
office  of  school  examiner  be  abolished  and  that  of  county  superin- 
tendent be  created.  As  a  resuk  of  these  cumulative  recommenda- 
tions by  the  leading  educators  of  the  state  the  general  assembly 
of  18Y3  created  the  office  of  county  superintendent.  This  law 
provided  that  "the  township  trustees  of  the  several  townships  shall 


EDUCATION  IN  INDIANA.  53 

meet  at  the  office  of  the  county  auditor  of  their  respective  counties 
on  the  first  Monday  of  June,  eighteen  hundred  and  seventy-three, 
and  biennially  thereafter,  and  appoint  a  county  superintendent." 
The  act  did  not  create  a  new  office,  it  merely  changed  the  name  and 
enlarged  the  powers  of  the  old  office.  The  change  made  the  term 
two  years  and  increased  the  function  of  supervision.  This  law 
carried  with  it  no  educational  or  professional  requirements,  but  the 
people  as  a  rule  saw  that  the  best  men  available  were  chosen.  The 
status  of  county  supervision  remained  unchanged,  but  for  a  few 
simple  modifications,  till  the  general  assembly  of  1899  extended 
the  term  of  office  to  four  years,  and  holding  a  thirty-six  months' 
license,  or  a  life  or  professional  license  a  test  of  eligibility. 

Since  1873  supervision  for  the  rural  schools  has  meant  some- 
thing in  Indiana.  The  teachers  pass  rigid  examinations,  for  which 
the  questions  are  provided  by  the  state  board  of  education,  and  the 
examination  and  grading  of  the  manuscripts  may  be  done  by  the 
county  superintendent  or  the  state  superintendent.  The  county 
superintendent  makes  systematic  supervision  a  large  part  of  his 
work.  The  rural  schools  have  all  been  graded,  the  standard  of 
efficiency  has  been  constantly  raised,  and  through  the  good  work 
of  the  county  superintendent  the  children  are  receiving  advantages 
equal  to  those  of  the  towns  and  cities.  Such  men  as  Dr.  B.  W. 
Evermann,  of  the  U.  S.  Fish  Commission,  and  Supt.  W.  H.  Elson, 
of  Grand  Eapids,  were  formerly  among  the  successful  county 
superintendents  of  Indiana. 

2.     ADMIKISTEATION. 

a.     TENURE,  ELIGIBILITY,  SALARY. 

The  term  of  the  county  superintendent  is  four  years,  and  he  is 
eligible  for  re-election  during  good  behavior.  The  educational 
qualifications,  holding  a  three  years'  license,  is  still  meager,  and 
there  is  no  professional  qualification.  The  office  is  still  often  the 
spoil  of  party  politics,  since  the  political  complexion  of  the 
majority  of  the  trustees  too  often  determines  the  election.  It  must 
be  said,  however,  that  Indiana  has  been  fortunate  in  having  as 
county  superintendents  men  of  integrity  and  ability  interested  in 
the  schools.     The  salary,  which  is  much  too  small,  is  four  dollars 


54  EDUCATION  IN  INDIANA. 

for  every  day  of  actual  service  and  the  county  provides  office, 
postage  and  stationery. 

b.     EXAMINATIONS. 

The  county  superintendent  with  questions  provided  by  the  state 
board  of  education  holds  one  public  examination  on  the  last  Satur- 
day of  each  of  the  following  months :  January,  February,  March, 
April,  May,  June,  July  and  August; but  special  examinations  may 
be  held  at  any  time  upon  .the  written  request  of  school  boards.  The 
applicant  must  file  with  the  superintendent  a  certificate  of  good 
moral  character  from  a  trustee  of  the  county  or  from  some  other 
satisfactory  source. 

The  county  superintendent  may  issue  licenses  of  twelve,  twenty- 
four  and  thirty-six  months,  determined  by  the  answers  and  other 
evidences  of  qualification  furnished  by  the  applicant. 

A  teacher  who  has  taught  for  six  consecutive  years  and  holds  a 
thirty-six  months'  license,  is  exempt  from  examination  in  the 
county  in  which  he  has  taught,  so  long  as  he  continues  to  teach 
without  interruption. 

There  are  three  grades  of  licenses  based  upon  the  grade  of  school 
work  done,  primary,  common  school  and  high  school.  Teachers 
who  do  primary  work,  that  is,  work  up  to  the  fourth  grade,  are 
permitted  to  teach  upon  the  primary  license,  which,  while  requir- 
ing a  knowledge  of  the  principles  pertaining  to  primary  work,  does 
not  call  for  advanced  academic  training.  The  common  school 
license  is  valid  in  grades  one  to  eight  inclusive,  and  calls  for  larger 
scholarship.  The  high  school  license  is  valid  in  high  schools.  A 
county  or  state  high  school  license  may  be  granted  upon  one  or 
more  subjects. 

The  county  superintendent  has  the  power  to  revoke  licenses 
heretofore  granted  by  himself  or  his  predecessors  or  granted  by  the 
state  superintendent  of  public  instruction,  for  incompetency,  im- 
morality, cruelty  or  general  neglect  of  duty  on  the  part  of  the 
teacher.  The  teacher  may  appeal  to  the  state  superintendent  of 
public  instruction,  whose  decision  is  final. 

The  county  superintendent  provides  for  the  examination  of  all 
applicants  for  graduation  in  the  common  school  branches  from 
township,  district  or  town  schools  during  the  months  of  March, 
April  and  May,  and  furnishes  them  certificates  of  graduation,  if  in 


EDUCATION  IN  INDIANA. 


55 


the  judgment  of  the  county  superintendent  they  are  entitled 
thereto,  which  entitles  the  recipients  to  enter  any  township,  town 
or  city  high  school  of  the  state.  He  likewise  provides  for  the 
examination  of  all  applicants  for  graduation  from  the  township 
graded  or  town  graded  high  schools  not  employing  a  superintend- 
ent, during  the  months  of  April,  May  and  June,  and  furnishes 
them  certificates  of  graduation,  if  entitled  thereto.  He  attends  as 
many  commencements  as  he  can  of  the  township  and  town  schools, 
and  also  of  the  township  and  town  high  schools. 

In  addition  to  these  examinations  the  county  superintendent 
provides  questions  for  bimonthly  examinations  in  the  schools. 
These  questions  are  prepared  by  a  committee  of  county  superin- 
tendents, and  printed  and  distributed  by  the  state  superintendent 
of  public  instruction.  It  is  upon  these  examinations  that  the  rural 
teacher  promotes  his  pupils. 

Lists  of  questions  issued  by  the  county  superintendent  are  sub- 
mitted here. 

FIRST  EXAMINATION— 1903-1904. 

Questions  for  the  First  Examination,  Based  on  the  First  Part  of  the  State 
Course  of  Study. 


WRITING. 

Grade  the  penmanship  on  legibility  (40), 
regularity  of  form  (25),  neatness  (10),  move- 
ment (10),  and  improvement  (15). 

SPELLING. 

1.  In   each  grade  teachers  select  thirty 

words  from  the  spelling  work  of  the 
last  two  months,  and  have  pupils 
spell  on  paper. 

2.  Grade  each  pupil  on  the  entire  exam- 

ination, deducting  one-half  per  cent, 
for  each  misspelled  word. 

READING. 

FIRST  YEAR. 

1.  Give  each  pupil  a  sentence  printed  or 

written  on  paper  and  have  him  read 
it  at  sight. 

2.  Test  each  pupil  on  naming  at  sight 

words  selected  from  lesson  23,  page 
86. 

3.  Have  each  pupil  study 

in  lesson  23,  page  86 
from  memory. 

4.  Select  five  words  to  be  spelled  by  sound 

and  by  letter. 


I   paragraph 
and  give  it 


Permit  each  pupil  to  select  and  read 
some  lesson,  or  part  of  a  lesson, 
which  has  been  studied  during  the 
year. 

SECOND  YEAR. 

Study  lesson  27,  page  141. 

Why  is  the  lesson  called  "A  Boy's  Tri- 
umph? " 

What  was  Willie's  temptation? 

Describe  Willie's  copy-book. 

Who  had  the  right  idea  of  honor,  Wil- 
lie or  the  other  boys?  Why  do  you 
think  so? 

Read  the  lesson  orally. 

THIRD   YEAR. 

Read  silently  the  lesson  on  page  180. 
Why  did  the  Abbot  place  the  bell  on 

Inchcape  Rock?    How  was  it  placed? 
Why  did  the  mariners  bless  the  Abbot? 

What  is  a  mariner?     What  is  an 

abbot? 
Describe  the  wicked  act  of  Sir  Ralph 

the  Rover.    What  is  a  Rover?   Why 

did  he  cut  loose  the  bell? 
What  did  Sir  Ralph  the  Rover  then  do? 
What  happened  on  his  return?    What 

lesson  may  we  learn  from  this  story? 
Read  the  poem  orally. 


56 


EDUCATION  IN  INDIANA. 


FOURTH  YEAR. 

1.  Read  silently  the  lesson  on  page  71. 

2.  From  the  first  part  of  this  poem,  what 

opinion  do  you  get  of  the  skipper  of 
the  Hesperus? 

3.  What  advice  was  given  him?    Why  did 

he  refuse  it? 

4.  Did   he   show   affection  for  his  little 

daughter?  If  so,  write  the  lines 
which  tell  you  this. 

5.  Tell  how,  he  tried  to  calm  her  fears 

after  the  storm  began. 

6.  Tell  the  result  of  the  voyage. 

7.  Read  at  least  a  part  of  the  poem. 

FIFTH   YEAR. 

1.  Read  silently  the  lesson  on  page  232. 

2.  Between  what  armies  was  the  Battle  of 

Waterloo  fought?  Where?  Its  re- 
sult? 

3.  What  scene  is  described  in  the  first 

and  second  stanzas?  The  officers  of 
which  army  were  at  the  dance? 

4.  What  is  described    in  the   third  and 

fourth  stanzas?  In  the  fifth  and 
sixth. 

5.  What  figures  of  speech  do  you  find  in 

the  first  stanza? 

6.  Read  the  selection  orally, 

SIXTH  YEAR. 

1.  Read  silently  lesson  on  page  231. 

2.  What  is  an  arsenal?    To  what  does  the 

poet  liken  it?    Why? 
3.'    What  does  the  poet  mean  by,  "  When 
the  death  angel  touches  those  swift 
keys? " 

4.  Who  were  the  Saxons;  the  Normans; 

the  Tartars? 

5.  Who  were  the  Aztec  priests?  What  was 

"  their  teocallis?  " 

6.  In  the  description  of  a  battle  given  in 

the  seventh  stanza,  why  does  the 
poet  say:  **  The  diapason  of  the  can- 
nonade? " 

7.  In  the  first  part  of  the  poem  the  poet 

describes  the  tumult  of  battle;  what 
is  his  theme  in  the  last  four  stanzas? 

8.  Read  the  selection  orally. 


4.  Why  was  Ireson  so  indifferent  to  his 

punishment  as  to  say— 
"  What  to  me  is  this  noisy  ride?" 

5.  Who  first  took  pity  on  him,  and  why? 

6.  Name  three  other  poems  by  the  same 

author. 

EIGHTH   YEAR. 

(Lincoln's  Second  Inaugural  Address— Lit. 
Studies,  page  300— 5th  Reader,  page  310.) 

1.  Read  the  selection  silently. 

2.  Give  a  brief  sketch  of  the  life  of  Lin- 

coln. 

3.  What  was  the  situation  of  the  country 

at  the  time  this  inaugural  was  de- 
livered (March  4th,  1865)? 

4.  What  does  Lincoln  say  was  the  situa- 

tion in  the  two  contending  sections 
of  the  country  at  the  time  he  de- 
livered his  first  inaugural  address? 

5.  What  does  he  say  was  "the  object  for 

which  the  insurgents  would  rend 
the  Union?  "  What  does  he  say  was 
the  right  claimed  by  the  govern- 
ment? 

6.  What  seemed  to  be  his  personal  wish? 

7.  Give  the  substance  of  the  last  para- 

graph of  the  inaugural. 

LANGUAGE  AND  GRAMMAR. 

SECOND    YEAR. 

1.  Write  a  short  story  about  a  flower  that 

you  like. 

2.  Write    five    statements    about    your 

school  room. 

3.  Write  a  statement,  change  your  state- 

ment to  a  question. 

THIRD  YEAR. 

1.  Write  the  name  of  your  town,  town- 

ship, county  and  state. 

2.  Write  three  rules  for  using  capital  let- 

ters. 

3.  Write  four  names  of  boys,  four  of  girls 

and  four  of  cities. 

4.  Write  a  story  that  you  learned  from 

your  .reader. 


SEVENTH  YEAR. 

(Skipper  Ireson's  Ride— Literary  Studies, 
page  129.) 

1.  Tell  briefly,  and  in  your  own  language, 

the  story  given  in  this  poem. 

2.  What  is  meant  by— 

"  such  as  chase 
Bacchus  round  some  antique  vase?" 

3.  What  is  meant  by,*'Hulks  of  old  sailors 

run  aground,"  and  why  does  the 
poet  use  this  figure  in  describing 
part  of  the  crowd? 


FOURTH  YEAR. 

1.  Write  the  plural  forms  of  marble,  tree, 

bird,  car,  spoonful,  cupful,  basket. 

2.  Write  the  plural  of  leaf,  knife,  wife. 

3.  How  do  you  form  the  plural  forms  of 

words  ending  in  "  y"  ? 

4.  Write  the  possessive  plural  forms  of 

the  following:  boy,  bird,  lady. 

5.  Write  a  composition  on  "  Our  Flag." 

6.  Write   a   sentence  using  the  and  an. 

When  is  an  used? 

7.  Write  a  short  letter. 


EDUCATION  IN  INDIANA. 


5Y 


FIFTH   YEAR. 

1.  Write  a  declarative  sentence. 

2.  Write  an  imperative  sentence. 

3.  What  is  a  simple  sentence?  Write  one. 

4.  What  is  a  complex  sentence?    Write 

one. 

5.  Write  a  compound  sentence. 

6.  Write  a  business  letter. 

7.  What  are  the  parts  of  a  letter? 

8.  Why  is  it  important  to  be  able  to  write 

a  letter  without  mistakes? 

SIXTH   YEAR. 

1.  Write  a  sentence  containing  a  personal 

pronoun,  a  relative  pronoun,  a  com- 
pound personal  pronoun. 

2.  Parse  the  pronouns  in  the  following: 

"He  that  filches  from  me  my  good 
name  robs  me  of  that  which  enriches 
him  not  and  makes  me  poor  in- 
deed." 

3.  What  is  the  antecedent  of  a  pronoun? 

Illustrate  in  a  sentence. 

4.  What  is  an  adjective  pronoun?    Illus- 

trate in  a  sentence. 

5.  To  what  are  the  following  usually  ap- 

plied: who,  which,  what,  that? 

SEVENTH   YEAR. 


transitive    verb?    An    in- 
verb?    Give  examples  of 


What  is  a 
transitiv 
each. 

WMte  five  sentences  using  adverbs  of 
time;  five  using  adverbs  of  place. 

What  is  a  simple  adverb?  A  conjunc- 
tive adverb?  An  interrogative  ad- 
verb? 

Compare  the  following  adverbs:  far, 
much,  late,  well,  rapidly,  swiftly. 

Write  five  sentences  each  containing  a 
prepositional  phrase  and  two  con- 
taining an  adverbial  phrase. 

Illustrate  the  use  of  a  subordinate  con- 
junction, and  of  a  co-ordinate  con- 
junction. 

EIGHTH  YEAR. 

What  are  the  principal  elements  of  a 
sentence? 

What  is  a  simple  modifier?  A  com- 
pound modifier?  A  complex  modi- 
fier? 

Name  the  different  sentences  as  to 
form.    Illustrate  each. 

Name  the  different  sentences  as  to  use 
and  write  one  of  each  kind. 

Write  a  sentence  containing  an  ap- 
positive  word;  an  appositive phrase. 

Write  a  complex  sentence.  Give  its 
analysis. 

Write  five  sentences  each  containing  a 
noun  clause. 


GEOGRAPHY. 

FOURTH  YEAR. 

1.  What   is   a  desert?    How   might  this 

country  become  a  desert? 

2.  Name  the  continents  in  order  of  their 

size.    Which  are  joined  together? 

3.  Locate    the   Pacific    ocean.    The    At- 

lantic ccean. 

4.  What  is   a  volcano?    Where  are  they 

found  in  the  United  States? 

5.  What  color  is  Tibbu?    Why  does  he  go 

to  bed  at  dark? 

6.  Tell  the  color  of  the  Japan  girl.    Des- 

cribe the  furniture  in  her  home. 

7.  What  animals  are  found   in   Tibbu's 

country?  What  kind  of  people  are 
the  Kaffirs? 

8.  In  what  ways  are  the  people  of  China 

and  Japan  alike?  In  what  ways  do 
they  differ? 

9.  How    do    Laplanders    dress?      Why? 

What  animals  have  they? 

FIFTH  YEAR. 

1.  Which  is  the  most  important  nation  of 

Asia?    Name  its  products. 

2.  To  what  race  do  the  people  of  India 

belong?  What  do  they  raise?  Tell 
from  what  plant  opium  is  made. 

3.  Where  is  Jerusalem?    Why  is  it  noted? 

What  sea  is  near  this  city?  Why  is 
it  so  called? 

4.  What  countries  in  Asia  are  thickly  in- 

habited? 

5.  What  large  river  flows  through  Egypt 

and  what  city  is  at  the  mouth  of  this 
river? 

6.  What  can  you  say  of  the  wild  animals 

of  Asia  and  Africa?  Name  some  of 
them. 

7.  What  is  the  color  of   the  natives  of 

Australia? 

8.  What  is  the  direction  of  the  Philippine 

Islands  from  the  United  States? 
The  Hawaiian  Islands?  Porto  Rico? 
Cuba? 

9.  What  are  some  of  the  products  of  the 

Philippines? 
10.    Where  is   Manila?    For   what   noted? 
Where  is  Havana?    Santiago? "  San 
Juan?    Ponce? 

SIXTH   YEAR. 

1.  Sketch  an  outline  of  Asia,  indicate  its 

highlands,  show  sources,  direction 
of  the  flow  and  mouths  of  five  of  its 
rivers. 

2.  Why  are  the  northern  plains  of  Asia 

marshy? 

3.  Wh^t    possessions    has    England    in 

Asia?  What  has  France?  Holland? 
The  United  States? 


58 


EDUCATION  IN  INDIANA. 


4.  Name  the  inland  capitals  of  Asia. 

5.  Trace  the  line  of  the  Siberian  railway 

from  the  Ural  mountains  to  the 
waters  of  the  Pacific  ocean. 

6.  Why  is  western  and  southern  Europe 

so  much  warmer  than  the  interior? 

7.  Locate  the  sources  and  the  mouth  of 

the  following:  rivers:  Danube,  Vol- 
ga, Po,  Rhine,  Rhone,  Thames. 

8.  Name    ten    cities    of    Europe,    state 

which  is  the  largest  and  how  it 
ranks  as  a  commercial  city. 

9.  How  does  Africa  compare  with  Europe 

in  general  elevation?  What  portion 
of  Africa  receives  plenty  of  rain- 
fall? What  deserts  on  each  side  of 
this  area? 
10.  What  nations  have  possessions  in 
Africa?  What  two  states  are  inde- 
pendent? 

SEVENTH   YEAR. 

1.  Why  are  none  of  the  African   rivers 

navigable  to  the  interior?  Describe 
the  important  rivers,  giving  rise, 
course  and  mouth. 

2.  What  country  of  Africa  has  been  re- 

cently conquered. 

3.  What  government  controls  New  Zea- 

land.   What  does  it  export? 

4.  How  did  the  Hawaiian  Islands  come 

under  the  control  of  the  United 
States? 

5.  Name  the  smallest  continent.    Tell  all 

you  can  of  its  surface,  climate  and 
products. 

6.  Name  five  seas  and  four  peninsulas  of 

Europe. 

7.  How  many  nations  of  Europe  have  a 

republican  form  of  government? 
Name  them,  giving  their  capitals. 

8.  What  form   of   government  has  Rus- 

sia? Name  three  cities  of  Russia, 
giving  their  location. 

9.  In  what  two  industries  does  San  Fran- 

cisco rank  first? 
10.    Compare   Canada   and   Mexico  as    to 
size,   surface,  inhabitants,  form  of 
government,  natural  resources,  pro- 
ducts and  civilization. 

ARITHMETIC. 

FOURTH   YEAR. 

1.  Henry  gathered  a  bushel  of  beans  from 

his  garden,  and  sold  one-half  of 
them  at  24  cents  a  peck.  How  muoii 
money  did  he  receive?  * 

2.  Write    in    Arabic    L;     C;    CLV;    M. 

Write  in  Roman  forty-nine;  eighty- 
one;  one  thousand  one. 

3.  One-eighth     of    24    acres   of    land   is 

planted  in  corn,  one-twelfth  in  pota- 


toes, one-sixth  in  oats,  and  the  re- 
mainder in  meadow.  How  many 
acres  in  meadow? 

4.  How  many  pint  bottles  will  it  take  to 

hold  3  gallons? 

5.  A   real  estate  agent  bought  some  land 

for  $2,000.  How  much  will  he  gain 
if  he  divides  the  land  into  4  lots  and 
sells  them  at  $600  each. 

6.  A  farmer  traded  500  pounds  of  hay  at  7 

cents  a  pound  for  a  new  mower 
worth  $42.50;  how  much  cash  should 
he  pay? 

FIFTH   YEAR. 

1.  What  is  a  decimal  fraction?    A  deci- 

mal point?    A  mixed  decimal? 

2.  Change  to  decimals  one-fourth,  four- 

fifths,  one-eighth,  12  and  two  twenty- 
fifths. 

3.  Find  the  difference  between  .8  and  .08; 

1005.15  and  105.015;  9  and  .0009. 

4.  When  the  dividend  is  .1  and  the  divi- 

sor is  12.8  what  is  the  quotient? 

5.  If  three-fourths  of  a  yard  of  cloth  cost 

$2.16,  what  will  be  the  cost  of  5  and 
one-half  pieces  each  containing  447 
yards? 

6.  Reduce    21   bushels    and   1   quart    to 

quarts. 


SIXTH  YEAR. 

W^hat  is  a  proper  fraction?  An  im- 
proper fraction? 

Give  two  ways  that  a  fraction  may  be 
multiplied  or  divided? 

Add  3-6  +  2-8  -|-  7—9  -h  9-10  -|-  15-20, 

Subtract  21|  from  421. 

What  is  I  of  I;  of  {r,  of  \h  of  6S? 

What  part  of  1?  feet  is  3^  inches? 

There  are  5280  feet  in  a  mile.  What 
part  of  a  mile  is  770  yards? 

A  man  owned  %  of  a  factory.  He  sold 
%  of  his  share.  He  gave  3^  of  the 
remainder  to  his  daughter,  34  of 
what  then  remained  to  his  son,  and 
sold  \  of  the  remainder  for  $9,000. 
What  was  the  value  of  the  factory? 
What  was  the  daughter's  share? 
The  son's  share?  What  was  the 
value  of  what  he  had  left? 

Find  the  sum,  difference,  product  and 
quotient  of  8f  and  n\l. 

SEVENTH  YEAR. 

What  do  we  mean  by  per  cent.?  What 
per  cent,  is  used  to  represent  all  of 
anything?  When  you  see  this  (per 
cent.),  what  do  you  call  it? 

How  many  ways  can  the  per  cent,  of  a 
number  be  expressed?  Give  num- 
bers. 


EDUCATION  IN  INDIANA. 


59 


10. 


What  is  5  per  cent,  of  300?  What  is  6 
per  cent,  of  200?  What  is  10  per 
cent,  of  500? 

In  a  school  of  250  pupils,  10  per  cent,  are 
absent.  How  many  are  absent? 
How  many  are  present? 

What  per  cent,  of  12  is  4?  What  per 
cent,  of  60  is  12?  What  per  cent,  of 
56  is  8? 

30  is  6  per  cent,  of  what  number? 
80  is  10  per  cent,  of  what  number? 

An  etching  costs  $48,  which  is  80  per 
cent,  of  the  cost  of  an  engrraving. 
What  is  the  cost  of  an  engraving? 

A  farmer  having  600  bushels  of  wheat 
sold  20  per  cent,  to  one  man  and  373^ 
per  cent,  to  another.  How  many 
bushels  did  he  keep? 

A  clerk  receives  an  annual  salary  of 
$3,500  a  year.  He  expends  16  per 
cent,  for  board,  10  per  cent,  for 
clothes,  9  per  cent,  for  charity,  and 
22  per  cent,  for  other  expenses.  How 
much  does  he  save  per  year. 

EIGHTH   YEAR. 

What  is  ratio,  antecedent,  consequent? 

Find  X  in  the  following:  72  :  x  :  :  250  :  4; 
$16  :  $5  :  :  288  :  X. 

If  a  tree  100  feet  high  cast  a  shadow  90 
feet  long,  how  long  a  shadow  will  a 
tower  250  feet  high  cast  at  the  same 
time  and  place  ? 

If  45  men  in  16  days  of  9  hoiirs  each  can 
dig  a  ditch  100  rods  long,  5  yards 
wnde  and  4  feet  deep,  in  how  many 
days  can  16  men  working  10  hours  a 
day  dig  a  ditch  250  rods  long,  4  yards 
wide  and  3  feet  deep  ? 

A,  B  and  C  build  a  road.  A  furnishes 
50  men  25  days;  B  40  men  40  days 
and  C  100  men  50  days.  They  re- 
ceive $20,400  for 'the  work;  what  is 
the  share  of  each  ? 

Find  9  raised  to  the  seventh  power. 


V  622,521. 

The  area  of  a  circle  is  962,115  feet. 
What  is  its  diameter  and  circum- 
ference ? 

Find  the  entire  surface  of  a  cube 
whose  volume  is  91,125  cubic  feet. 

What  is  the  tariff  on  40  yards  of  silk 
that  cost  $5  a  yard,  at  50  cents  spe- 
cific and  50  per  cent,  ad  valorem  ? 
a'  — b^ 

Solve  -\- =  ? 

a=  +  ab  +  b' 

HISTORY. 

SECOND  YEAR. 

Tell  some  of  the  things  the  early  homes 
did  not  have. 


2.  Mention  some  things  that  were  used 

long  ago  in  the  homes  but  are  not 
now  used. 

3.  Tell  about  Hiawatha. 

4.  Tell  what  you  can  of  Indian  tribes  ? 

5.  What   weapons    did    Hiawatha    use  ? 

What  clothing  did  he  have  ? 

6.  Name  some  things  that  you  have  in 

your  home  that  your  grandparents 
did  not  have. 

7.  What  was   the    spinning  wheel  used 

for? 

8.  How    was    clothing    made    in     early 

times  ? 

THIRD   YEAK. 

1.  Name  some  leading  men  of  Indiana. 

2.  Tell  the  story  of  Columbus. 

3.  Who  was  George  Washington?    Tell 

an  interesting  story  of  him. 

4.  What  did  Lincoln  do  ? 

5.  Draw  an  outline  map  of   the  United 

States  and  locate  the  homes  of 
George  Washington,  Abraham  Lin- 
coln, Captain  John  Smith  and  Miles 
Standi  sh. 

6.  Draw  an  outline  map  of  Indiana  and 

locate  the  homes  of  Benjamin  Har- 
rison, Thomas  Hendricks,  James 
Whitcomb  Riley,  Edward  Eggles- 
ton,  Sarah  K.  Bolton  and  Governor 
Durbin. 

FOURTH   YEAR. 

1.  Who  was  Cleon  ? 

2.  Describe  the  home  of  Cleon  ? 

3.  Who  was  Hercules  ? 

4.  Tell  what  you  know  of  Homer. 

5.  Name  some  great  men  of  Greece. 

6.  How  many  gods  and  goddesses  did  the 

Greeks  have  ? 

7.  Tell   what   you   know   of    Solon   and 

Socrates. 

FIFTH   YEAR. 

1.  Give  the  names  of  some  of  the  Saxon 

gods. 

2.  Describe  the  home  of  Wulf. 

3.  What  was  the  Swan-road  ? 

4.  What  people  did  the  Saxons  plunder  ? 

5.  Who  were  the  Britons?     Where  did 

they  live  ? 

6.  Tell  a  short  story  of  King  Arthur. 

7.  Explain  this  quotation:    "The  banner 

of  the  white  horse  went  ever  for- 
ward." 

SIXTH  YEAR. 

1.  What  was  the  outcome  of  the  discovery 

of  America  by  the  North  men  ? 

2.  Give  an  account  of  Columbus'  efforts 

to  secure  aid. 


60 


EDUCATION  IN  INDIANA. 


3.  What  induced  Columbus  to  make  the 

voyages  to  America  ? 

4.  Who  was  Ponce  de  Leon  ? 

5.  Tell  about  Sir  Francis  Drake  and  his 

voyage. 

6.  What  were  the  weapons  of  soldiers  in 

early  times  ? 

7.  Compare    and   contrast   the    Virginia 

colony  with  that  of  Massachusetts. 

8.  Name  five  persons  connected  with  the 

early  history  of  Virginia;  five  with 
the  early  history  of  Massachusetts. 

9.  What  was  the  Magna  Charta  1 

10.    Who  is  governor  of  Indiana?    What  is 
the  length  of  term  of  oJ3ice  ? 

SEVENTH   YEAR. 

1.  How  does  the  constitution  differ  from 

the  articles  of  confederation  ? 

2.  Who  were  some  of  the  ablest  men  who 

met  at  Independence  Hall  in  May, 
1787,  to  form  a  constitution  for  the 
United  States  ? 

3.  Whom  did  Washington  select  as  his 

cabinet  officers  ? 

4.  Which  was  the  fourteenth  State  of  the 

Union  ? 

5.  What  was  the  Whisky  rebellion  ? 

6.  When  was  the  United  States  bank  or- 

ganized ? 

7.  Where,  by  whom  and  for  what  purpose 

was  the  first  national  Thanksgiving 
day  appointed  ? 

8.  What  valuable  rights  did  we  secure  by 

a  treaty  with  Spain  in  October,  1795? 

9.  What  state  of  affairs  existed  between 

our  country  and  France  when  John 
Adams  became  president  ? 
10.    What  is  the  purpose  of  the  World's 
Fair  at  St.  Louis  this  year  ? 

EIGHTH  YEAB. 

1.  What  was  the  result  of  Lincoln's  first 

call  for  volunteers  in  the  North?  In 
the  South  ? 

2.  Why  was  Harper's  Ferry  so  valuable 

to  the  North  ? 

3.  Name  five  Union  and  five  Confederate 

generals  of  the  civil  war. 

4.  Name  five   important   battles   of   the 

civil  war  and  state  the  result  of 
each. 

5.  Give  an  account  of  Sherman's  march 

to  the  sea. 

6.  What  was  the  one  great  purpose  in  the 

West  and  who  carried  this  out  j 

7.  For  what   was   Andrew  Johnson 'im- 

peached ? 

8.  What  presidents  have  not  been  elected 

by  the  electoral  college  ? 

9.  Who  were  presidents  of   the  United 

States  while  the  capital  was  at 
Philadelphia? 


10.    What  is  the  significance  of  the  World's 
Fair  at  St.  Lous  this  year  ? 

NATURE  STUDY. 

FIRST  YEAR. 

1.  Name  three  parts  of  your  body. 

2.  What  trees  have  notched  leaves  ? 

3.  Describe  the  kind  of  day  it  is. 

4.  Will  seeds  sprout  if  the  earth  is  dry? 

5.  Name  as  many  parts  of  a  plant  as  you 

can. 

SECOND   YEAR. 

1.  What  makes  the  leaves  fall  ? 

2.  What  seeds  do  we  sow?    Name  some 

seeds  that  sow  themselves. 

3.  What  insects  can  fly  ? 

4.  How  does  the  old  bird  feed  her  young  ? 

5.  Do  you  sit  up  straight  ? 

6.  Which  side  of  the  house  does  the  sun 

shine  on  at  noon  ? 

THIRD   YEAR. 

1.  Of  what  do  we  make  sugar  ? 

2.  Tell  how  to  raise  potatoes. 

3.  Should  the  windows  that  light  your 

school  room  be  at  your  sides,  your 
back,  or  in  front  of  you  ? 

4.  What  do  snakes  live  on  ? 

5.  What   "tame"    animals   do    you    like 

best?    What  other   word   can   you 
use  for  tame  ? 

6.  In  how  many  forms  have   you    seen 

water  ? 

PHYSIOLOGY. 


EIGHTH  YEAR. 


{Ans 


10. 


wer  any  eight,  not  omitting  two,  three 
and  four.) 

State  the  relation  between  the  skin 
and  the  kidneys. 

(a)  Draw  a  diagram  of  the  brain  and 
spinal  cord-,  (b)  Where  is  the  in- 
tellect supposed  to  be  located  ? 

What  is  the  relation  of  good,  whole 
some  food  to  a  strong,  nervous  or- 
ganism ? 

What  effect  has  late  hours,  cigarette 
smoking  and  personal  bad  habits 
upon  the  nervous  system  ? 

Describe  the  heart. 

Name  the  organs  of  special  senses* 

How  many  of  the  special  senses  are 
located  in  the  head?  Why?  (An- 
swer fully,) 

What  is  the  difference  between  a 
healthy  brain  and  a  drunkard's  ? 

Why  can  not  the  drunkard  keep  from 
drinking  alcohol  ? 

If  every  boy  and  girl  in  our  State 
would  graduate  in  scientific  tem- 
perance, would  drinking  alcoholic 
(^rinl^s  be  less  in  the  future  ? 


EDUCATION  IN  INDIANA.  61 


MUSIC  4.    Give  a  quotation  from  the  Battle  Hymn 

of  the  Republic. 
.    In  what  key  is  Home,   Sweet   Home 

written,  and  who  wrote  it? 
.    What  is  music  '? 
,    Write  a  measure  in  double,  triple  and 

quadruple  time. 


What  is  meant  by  chromatic  scale  ? 

How  far  does  the  influence  of  an  acci- 
dental extend  in  a  piece  of  music 
and  what  tones  are  affected  by  it  1 

What  effect  has  a  dot  placed  after  a 
note  I 


COMMITTEE  ON  BI-MONTHLY  QUESTIONS  FOR  1903-1904. 

Elijah  McFarland,  Chairman,  Martin  County. 

Levi  H.  Scott,  Floyd  County. 

Samuel  Scott,  Clark  County. 

A.  A.  Manuel,  Brown  County. 

C.  A.  Robertson,  Crawford  County. 

E.  a.  Gladden,  Scott  County. 

J.  D.  Hostetter,  Hendricks  County. 

R.  H.  Harney,  Boone  County. 

Lee  O.  Harris,  Hancock  County. 


1903.  May.  1903 

STATE  OF  INDIANA. 

Questions  for  Examination  of  Pupils  Completing  the  Course  of  Study  in  the 
'*  Common  Branches. " 

Prepared  by  the  following  committee  of  the  County  Superintendents'  Association, 
1901:  Isaac  F.  Myer,  Chairman,  Carroll  County;  T.  S.  Thornburg,  White  County;  Wil- 
liam F.  Landes,  Marion  County;  E.  E.  Helt,  Vermillion  County;  J.  W.  Barlow,  Shelby 
County;  Levi  Scott,  Floyd  County;  R.  W.  Stine,  Wells  County. 

To  BE  USED  THE  THIRD   SATURDAY   IN  MaY,   1903. 

Instructions.— Pupils  need  not  copy  the  questions,  but  must  number  each  answer  to 
correspond  with  the  question,  and  must  write  the  manuscript  in  ink.  When  you  are 
asked  to  answer  "any  six"  or  "any  seven,"  etc.,  out  of  eight  or  ten  questions  respec- 
tively, stop  when  you  have  answered  the  number  required.  To  answer  more  is  a  loss  of 
time  and  may  lower  your  grade,  as  all  mistakes  will  be  marked  off. 

Writing.— The  penmanship  shown  in  the  entire  manuscript  of  the  examination  will 
be  graded  on  a  scale  of  100  per  cent.,  with  reference  to  legibility  (50),  regularity  of  form 
(30),  and  neatness  (20).  The  handwriting  of  each  pupil  will  be  considered  in  itself,  rather 
than  with  reference  to  standard  models. 

Spelling.— The  orthography  of  the  entire  examination  will  be  graded  on  a  scale  of  100 
per  cent.,  and  1  per  cent,  will  be  deducted  for  each  word  incorrectly  written. 

The  county  superintendent  will  grade  the  manuscripts,  and  certificates  of  gradua- 
tion will  be  issued  to  every  applicant  who  attains  a  general  averagelof  75  per  cent.,  with- 
out falling  below  60  per  cent,  in  any  subject. 

Notice  to  Applicants.— On  the  first  white  page  in  your  manuscript  answer  these 
requests: 

1.  Give  your  name  or  number.  6.    Give  the  name  of  your  township. 

2.  Give  your  age.  7.    Give  your  postoffice. 

3.  Give  number  of  your  school  district.        8.    Give  place  of  birth. 

4.  Give  your  teacher's  name.  9.    Give  date  of  birth. 

5.  Give  your  trustee's  name.  10.    Give  number  of  years  you  have  at- 

tended school. 


62 


EDUCATION  IN  INDIANA. 


GRAMMAR. 

{Answer  any  eight.) 

1.  In  each  blank  space  supply  the  past 

tense  of  sit  or  set. 

a.    Hawthorne    kept   many   note 

books   in  which  he  down 

things  he  wished  to  remember, 

h.    Mr.  Green  came  in  and — awhile. 

c.  He  always apart  one-tenth  of 

his  income  to  give  to  the  Lord. 

d.  He the  hen  on  fifteen  eggs 

and  there  she two  weeks. 

2.  Define  the  relative  pronoun.    State  the 

distinctions  in  the  use  of  M'/jo,w/iieJ'*, 
what,  that. 

3.  What  is  a  thought?    What  is  a  sen- 

tence? 

4.  Name  the  kinds  of  sentences  on  basis 

of  use  and  on  basis  of  form. 

5.  Analyze:    How  strangely  the  past  is 

peeping  over  the  shoulders  of  the 
present. 

6.  Write  a  letter  to  a  business  firm  order- 

ing a  bill  of  goods. 

7.  Give  the  principal  parts  of:  sit,  set,  lie, 

lay,  see,  throw,  sing,  run,  bid,  fight. 

8.  Write  sentences    illustrating   the   co- 

ordinate conjunction  and  the  sub- 
ordinate conjunction. 

9.  Write  the    possessive,    singular   and 

plural  of  these  words:  man,  chil- 
dren, boxes,  tomato,  penny,  Mr. 
Brown. 
10.  What  is  comparison?  What  parts  of 
speech  admit  of  comparison?  Com- 
pare fast,  pretty,  disagreeable,  dead, 
little,  much. 

HISTORY. 

(Answer  any  eight.) 

1.  Show  how  Marco  Polo's  book  on  his 

eastern  travels  suggested  the  dis- 
covery of  America. 

2.  What  two  companies  were  organized 

in  England  to  colonize  America? 
What  territory  was  controlled  by 
each? 

3.  Name  four  inventions  that  have  ma- 

terially affected   the    industrial 
growth  of  our  country. 
i.    Tell  the  story  of  the  Boston  Tea  Party. 
Of  the  Charter  Oak. 

5.  What  was  England's  argument  for  tax- 

ing the  colonies? 

6.  Give   a   brief   account  of   Hamilton's 

plan  for  restoring  the  credit  o^our 
country. 

7.  What   were   the   Alien    and    Sedition 

Laws? 

8.  How  did  slavery  divide  our  country  in 

regard  to  trade  with  Europe? 


9.    Give  the  most  important  provisions  of 

the  Omnibus  Bill. 
10.    Why  did  Congress  impeach  President 
Johnson? 

MUSIC. 
{Answer  any  five.) 

1.  Construct  scale  ladders,  on  one  place 

the  scale  names  in  the  key  of  E;  on 
the  other,  the  key  of  Eb.  Show  to 
w^hat  extent  they  are  alike?  Unlike? 

2.  What    is    an    interval/      An    accent? 

Name  two  kinds  of  accent. 

3.  In  four-part  music,  how  many  voices 

are  represented?  Give  name  of 
each. 

4.  There  are  how  many  kinds  of  keys? 

Give  name  and  signatures  of  each 
key. 

5.  Wh&t  is  a  scale/  Name  two  kinds.  Do 

in  one  kind  is  w^hat  in  the  other? 

6.  Give  all  the  uses  of  sharps  and  flats. 

READING. 
Based  on  the  Legend  of  Sleepy  Hollow. 

1.  Give  an  account  of  the  author.    Name 

other  selections  that  he  wrote. 

2.  Describe  Ichabod  Crane. 

3.  Name    two   other  characters   and  de- 

scribe them. 

4.  What  is  the  author  writing  about? 

5.  Describe  the  barn-yard  scene. 

6.  What  does  the  author  think  of  ghost 

stories?    Why  do  you  think  so? 

7.  Let  the  applicant  be  graded  from  0  to 

40  on  his  oral  reading. 

ARITHMETIC. 

{Answer  any  eight.) 

1.  At  $3.50  per  cord,  what  is  the  value  of 

a  pile  of  wood  16  feet  long,  7  feet 
wide  and  5  feet  high? 

2.  Ten  cents  is  §  of  Frank's    money; 

Frank's  money  is  f  of  mine  ;  how 
much  have  I? 

3.  Define  ratio,  addition,  circle,  rate  per 

cent,  and  commission. 

4.  A  man  bought  3  bales  of  hay  of  112^  lbs. 

each  at  $12.00  per  ton.  How  much 
did  it  cost? 

5.  A  man  bought  the  E.  ^  of  the  N.  E.  i  of 

N.  W.  quarter  of  a  section  of  land 
at  $25.00  per  acre.  How  much  did  it 
cost? 

6.  Find  the  interest  on  $1,025.00  for  three 

months  and  6  days  ®  6  percent. 

7.  How  many  bushels  in  a  bin  12  feet  long, 

5  feet  wide,  and  4  feet  deep? 

8.  Sold  25  bbls.  of  apples  for  $69.75  and 

made  24  per  cent.  How  much  did 
they  cost  per  bbl.? 


EDUCATION  IN  INDIANA. 


63 


9.  The  diameter  of  a  spherical  balloon  is 
25  feet.  How  many  square  yards  of 
silk  will  cover  it? 
10.  An  agent  who  purchased  a  lot  of  wheat 
forwarded  his  bill  for  $568,875.  If 
this  included  his  commission  of  2i 
per  cent.,  what  sum  was  paid  for 
wheat? 

GEOGRAPHY. 

(Answer  any  eight.) 

1.  Give  the  circumference  and  diameter 

of  the  earth. 

2.  What  is  a  mountain  system?    A  moun- 

tain range?    Give   an   example   of 
each. 
'S.    What   is   latitude?    Longitude?     Give 
the  latitude  and   longitude  of  the 
place  in  which  you  live. 

4.  Name  and  describe  five  large  rivers  in 

North  America. 

5.  Name  the  races  of  men  and  tell  in  what 

respects  they  differ. 

6.  What  are  the  chief  articles  of  food  of 

the  people  of  the  hot  belt? 

7.  Name  the  coal  districts  of  the  U.  S. 

8.  Locate  Trieste,  Lucknow,  Bogota,  Va- 

lencia and  Tokyo. 

9.  Name  three  state,  three  religious,  and 

three  private  schools  of  Indiana. 
10.    Describe  the  state  government  of  In- 
diana. 

PHYSIOLOGY. 

{Answer  any  eight.) 
1.    What  do  we  mean  by  lesser  circulation? 
By  greater  circulation? 


2.  Name  the  organs  found  in  the  thorax. 

3.  Give  four  reasons  why  we  should  not 

use  intoxicants. 

4.  Describe  the  heart. 

5.  Show  how  the  heart  is  adapted  in  sev- 

eral ways  to  do  its  work. 
6  and  7.    Trace  a  piece  of  bread  and  butter 
from    the   hand   until    it   becomes 
blood,  noting  the  changes  that  oc- 
cur in  it. 

8.  Name  the  parts  of  the  ear. 

9.  Draw  a  cross  section  of  a  long  bone. 
Of  what  benefit  do  you  think  the  study 

of  physiology  is?  • 


10 


GENERAL  STATEMENT. 

After  you  have  finished  your  examina- 
tion, copy  and  fill  the  blanks  in  the  follow- 
ing: 

State  of  Indiana, 

County  of 

Township  of 

I  am years  of  age;  have  been  a  stu- 
dent in  public  schools  for years;  and 

I  do  solemnly  declare  that  in  the  examina- 
tion to-day  I  have  not  given  or  received  aid 
in  any  manner  whatever. 

♦(Name  or  number) 

(Postoffice) 

(Date 1903.) 

*NoTE.— Use  name  or  number,  as  county 
superintendent  may  desire. 


1904. 


April. 


1904. 


STATE  OF  INDIANA. 


Questions  for  Examination  of  Pupils  Completing  the  Course  of  Study  in  the 
**  High  School  Branches." 

First  Examination. 

Prepared  by  the  following  committee  of  the  County  Superintendent's  Association, 
1903:  Jas.  W.  Frazier,  Madison  County,  Algebra,  Plane  Geometry  and  Solid  Geometry; 
H.  E.  Coe,  Dekalb  County,  American  and  English  Literature  and  Rhetoric:  Edgar  Men- 
denhall,  Decatur  County,  Chemistry  and  Physics;  Jesse  M.  Neet,  Parke  County,  General 
History,  Civics  and  Physical  Geography;  William  H.  Stone,  Owen  County,  Latin  and 
German;  John  W.  Lewis,  Wabash  County,  Botany  and  Zoology. 

To  BE  HELD  Friday,  April  1,  1904, 

Instructions,— Pupils  need  not  copy  the  questions,  but  must  number  each  answer  to 
correspond  with  the  question,  and  must  write  the  manuscript  in  ink.  When  you  are 
asked  to  answer  "any  six"  or  "any  seven,"  etc.,  out  of  eight  or  ten  questions  re- 
spectively, stop  when  you  have  answered  the  number  required.  To  answer  more  is  a  loss 
of  time  and  may  lower  your  grade,  as  all  mistakes  will  be  marked  off. 


64 


EDUCATION  IN  INDIANA. 


Writingr.— The  penmanship  shown  in  the  entire  manuscript  of  the  examination  will  be 
graded  on  a  scale  of  100^  with  reference  to  legibility  (50?t),  regularity  of  form,  (30^),  and 
neatness  (20i).  The  handwriting  of  each  pupil  will  be  considered  in  itself,  rather  than 
with  reference  to  standard  models. 

Spelling.— The  orthography  of  the  entire  examination  will  be  graded  on  a  scale  of 
lOO^ic,  and  H  will  be  deducted  for  each  word  incorrectly  written. 

The  county  superintendent  will  grade  the  manuscripts,  and  certificates  of  gradua- 
tion will  be  issued  to  every  applicant  who  attains  a  general  average  of  IBfi,  without  fall, 
ing  below  60i  in  any  subject. 

Notice  to  Applicants.— On  the  first  white  page  in  your  manuscript  answer  these 
requests : 


1. 


Give  your  name  or  number. 
Give  your  age. 

Give  number  of  your  school   dis- 
trict. 
Give  your  teacher's  name. 
Give  your  trustee's  name. 


6.  Give  the  name  of  your  township. 

7.  Give  your  postoffice. 

8.  Give  place  of  birth. 

9.  Give  date  of  birth. 

10.    Give  niimber  of  years  you  have  at- 
tended high  school. 


ZOOLOGY. 
{Any  seven.) 

What  is  the  difference  between  plants 
and  animals? 

Make  a  drawing  of  the  fresh-water  hy- 
dra.   Indicate  the  parts. 

Give  full  description  of  hydra  and  life 
history. 

Give  a  full  description  of  the  '*  flicker," 
giving  his  nesting  place,  number  of 
eggs,  food,  use  to  the  farmer,  etc. 

Discuss  fully  the  benefit  of  honey  and 
bumble  bees  to  the  fruit  grower  and 
farmer.    (Be  explicit.) 

Give  the  life  history  of  the  house  fly. 

Give  the  life  history  of  the  electric 
light  bug. 

Define  symbiosis;  give  an  example. 

Distinguish  beetle  and  bug.  Give  two 
examples  of  eacji. 

ALGEBRA. 

{Any  seven.) 
Factor  9a*-|-38a''b*-»-49c'' 
Reduce  to  lowest  terms 


■(b-l-c)^ 


Solve: 


a^+ab-t-ac. 
The  sum  of  %  of  one  number  and  % 
of  another  is  38;  and  if  3  be  added 
to  the  first,  the  sum  will  be  equal  to 
%  of  the  difference  between  the 
second  and  8.    Find  the  numbers. 

x-1        x-2    /^• 

A  rectangular  field  is  12  rods  longer 
than  it  is  wide  and  contains  7  acres. 
What  is  the  length  of  its  sides? 

Find  the  values  of  x;  x* -1-3x2=28. 

Find  least  common  multiple  of:    * 
a'^-f-3a-4,  a^-Ga-l-S  and  a2-a-20r 

What  two  numbers  are  there,  such  that 
their  sum  increased  by  their  prod- 
uct is  34,  and  the  sum  of  their 
squares  diminished  by  their  sum  is 
42? 


9,    Find  the  highest  common  divisor  of; 
x2-6xy+8y2  and  x^-8xy  +  16y^ 

LATIN. 

{Any  seven.) 

N.  B.— Pupils  who  have  had  two  years 
Latin  answer  any  seven;  and  pupils  who 
have  had  three  years  answer  eight,  includ- 
ing No.  7  or  9,  and  No.  8  or  10. 

1.  Decline  one  noun  from  each    declen- 

sion. Give  principal  parts  of  one 
verb  from  each  conjugation. 

2.  Give  rules   for  the   formation  of  ad- 

verbs from  adjectives  and  compare 
the  following:  misere,  fortiter,  pa- 
rum. 

3.  How  many  infinitives  has  the  regular 

verb  in  Latin?  Name  them  and  give 
rule  for  the  formation  of  each. 

4.  How  many  participles  has  the  Latin? 

Name  them  and  tell  how  each  is 
formed. 

5.  How  is  the  active  periphrastic  conju- 

tion  formed?  The  passive  peri- 
phrastic?   How  is  each  used? 

6.  Translate:     C»sar  said  that  he  would 

invade  Gaul.  He  (another)  said 
that  Caesar  would  invade  Gaul.  It 
was  said  that  Ceesar  would  invade 
Gaul. 

7.  Translate:     Caesar   onini    exercitu    ad 

utramque  partem  munitionum  de- 
posito,  ut,  si  usus  veniat,  suum 
quisque  locum  teneat  et  noverit, 
equitatum  ex  castris  educi  et  pro- 
elium  committi  iubet. 

8.  Translate  into  Latin:    But  the  enemy 

attacked  the  cavalry  so  quickly, 
while  they  had  no  fear,  because  the 
deputies  a  little  while  before  had 
asked  Caesar  for  a  truce,  that  they 
threw  them  into  confusion. 


EDUCATION  IN  INDIANA. 


65 


9.  Translate:    Hisee  omnibus,  Catalina, 

cum  siimma  rei  publieae  salute, 
cum  tua  peste  ac  pernicie,  cumque 
eorum  exitio  qui  se  tecum  omni 
scelere  parricidioque  junxerunt, 
proflciscere  ad  impium  bellum  ac 
nefarium. 

10.  Translate    into    Latin:     Cicero    prom- 

ised so  to  manage  this  treacherous 
war  as  a  civilian  that  all  good  men 
would  be  safe.  For  he  thought  that 
the  gods,  who  had  formerly  de- 
fended the  Roman  people  from  a 
foreign  foe,  would  now  defend  the 
city  and  their  own  temples. 

BOTANY. 

(Any  eight.) 

1.  Distinguish  between  cryptogams  and 

phanerogams. 

2.  Draw  and  describe  fully,  one  of   the 

lower  cryptogams. 

3.  State  difference  in  structure  between 

aquatic  and  dry  land  plant  stems. 

4.  («)  Show  how  fungi  are  different  from 

green  plants. 

(b)  Name  some  of  the  common  ones. 

(c)  How  are  they  useful? 

5.  How  are  rootlets  especially  adapted  to 

grow  in  hard  ground? 

6.  What  constitutes  the   food  of   green 

plants?    How  is  it  secured? 

7.  At  present  great  interest  is  taken  in 

the  preservation  and  maintenance  of 
forests.    Why  is  this  true? 

8.  Name  three  native  Indiana  plants  that 

are  of  economic  value. 

9.  What  is  the  purpose  of  the  distribution 

of  seeds?    How  is  it  accomplished? 
10.    What  are  stoma,  where  found,  and  of 
what  value? 

GENERAL  HISTORY. 
{Any  seven.) 

1.  In  what  way  did  the  characters  of  the 

Spartans  and  Athenians  differ? 

2.  What  were  the  Crusades? 

3.  Tell  the  story  of  Joan  of  Arc. 

4.  Who  were  Demosthenes  and  Cicero? 

5.  Why   noted:    St.  Helena,   Austerlitz, 

Elba? 

6.  Tell  what  you  can  of  the  Spanish  ar- 

mada. 

7.  What  was  the  edict  of  Nantes'? 

8.  What  do  you  understand  by  feudalism? 

9.  Mention  some  history  connected  with 

the  Bastile;  with  the  tower  of  Lon- 
don. 

10.  Describe  the  assassination  of  Julius 

Caesar. 


GERMAN. 

N.  B.— Second  year  pupils  answer  any 
eight;  third  year  answer  6,  12,  and  any 
other  six. 

1.  Define  ablaut;    umlaut.    Explain    the 

origin  of  umlaut. 

2.  How   many   declensions  has  the  Ger- 

man? Give  the  distinguishing  mark 
of  nouns  in  the  strong  declension. 

3.  Decline,    der    Fall;    die    Folge;    der 

Gedanke. 

4.  Write  out  in  German,  101,  8755,  147936, 

1000208. 

5.  Give  the  principal  parts  of  the  follow- 

ing verbs:  frieren,  gleiszen,  fan- 
gen,  sieden. 

6.  Translate:     Der     beriihmte    General 

Georg  Washington  sasz  einmal  mit 
mehreren  seiner  Oflfiziere  bei  Fis- 
che.  Da  steisz  einer  von  ihnen 
einen  Fluch  aus.  Washington 
liesz  Messer  und  Gabel  fallen,  warf 
einen  strengen  Blick  auf  den  Flu- 
cher,  so  dasz  dieser  die  Augen 
niederschlug  Washington  sagte 
dann:  "Ich  hatte  geglaubt,  wir 
alle  betrachteten  uns  selbst  als  an- 
standige  Manner." 

7.  Translate  into  German: 

I  thought  of  you,  but  I  did  not  know 

where  you  were  then. 
You  would  do  wrong  if  you  thought 

so  of  me. 
I   did  not  know   what   you  would 
think  of  it. 

Give  a  synopsis  of  the  verb,  greisen, 
in  the  indicative,  passive,  singular. 

Name  three  poems  by  Goethe;  two  by 
Heine. 

Translate:  Ein  Reisender  kam  an 
einenFluszund  mietete  ein  Boot,  um 
ihn  Uberzusetzen.  Da  das  W^asser 
ein  wenig  bewegten  war,  als  ihm 
gefiel,  so  fragte  er  den  Schiffer,  ob 
jemand  bei  dieser  Ueberfahrt  ver- 
loren  worden  ware.  **  Niemals," 
erwiderte  der  Schiffer,  "niemals! 
Mein  Bruder  ertrank  hier  letzte 
Woche,  aber  wir  fanden  ihn  am 
nachsten  Tag  wieder." 

Give  case  and  construction  of  all  nouns 
in  10. 

Translate  into  German:  Now-a-days, 
when  a  man,  a  woman  or  a  child 
wants  a  pair  of  boots  or  shoes,  he 
usually  goes  to  a  shoe  store  and 
buys  ready-made  whatever  he  wants 
in  this  line.  But  years  ago  it  was 
different.  There  were  no  ready- 
made  shoes  in  those  days,  and  peo- 
ple always  went  to  a  shoemaker, 
who  took  their  measure  and  made 
them  the  article. 


8. 


10. 


11. 


12. 


5— Education. 


66 


EDUCATION  IN  INDIANA. 


CIVIL  GOVERNMENT. 

(Any  seven.) 

1.  State  the  preamble  to  the  constitution. 

2.  Name  five  noted  men  who  assisted  in 

framing  the  constitution. 

3.  What  is  meant  by  the  writ  of  habeas 

corpus?  When  may  it  be  sus- 
pended? 

4.  How  may  the  constitution  be  amended? 

5.  What  bills  must  originate  in  the  house 

of  representatives? 

6.  How     are     United     States     senators 

chosen?  What  qualifications  must 
they  have? 

7.  Name  and  define  the  different  depart- 

ments of  our  government. 

8.  What  is  statute  law?    Unwritten  law? 

Common  law? 

9.  How  are  judges  of  the  United  States 

supreme   court   chosen?     What    is 
their  term  of  office? 
10.    What  were  the  three   great   compro- 
mises of  the  constitutional  conven- 
tion of  1787? 

PHYSICS. 

{Any  seven.) 

1.  Define  physics.     Define   physical 

change. 

2.  Explain   action   and   reaction,  giving 

three  illustrations. 

3.  Explain   the   hydraulic    press.     Upon 

what  law  of  liquids  does  it  depend? 

4.  Explain  the  rainbow. 

5.  What  is  the  result  and  what  is  its  di- 

rection: (1)  When  two  forces  act 
in  opposite  directions'?  (2)  When 
they  act  in  parallel  directions'?  (3) 
When  they  act  at  an  angle?  Make 
drawings  to  illustrate. 

6.  What  is  the  pendulum?    State  one  law 

of  the  pendulum. 

7.  How  is  sound  propagated?    Describe 

and  explain  the  telephone. 

8.  Give  the  construction  of  any  battery 

with  which  you  may  be  familiar. 
Name  the  chemicals  used  in  it  and 
thoroughly  explain  its  use. 

9.  Describe  an  ordinary  camera.    Why  is 

the  image  inverted?    Be  explicit. 
10.    Explain  the  compass.    Why  does  one 
end   always   point   north?    Is   this 
properly  called  the  "north  pole"  of 
the  compass? 

PHYSICAL  GEOGRAPHY. 

{Any  seven.) 

1.  Account  for  the  shape  of  the  earth. 

2.  What  are  isothermal  lines'?    Why  do 

they  not  coincide  with  the  parallels'? 


10. 


Discuss  the  causes  of  ocean  currents. 
How  do  they  affect  climate? 

Discuss  briefly  the  effect  of  climate  on 
the  distribution  of  plants  and  ani- 
mals. 

Compare  and  contrast  the  relief  of 
North  America  and  South  America. 

Account  for  the  arid  condition  of  the 
Great  Basin. 

Give  the  history  of  the  formation  of 
coal.  Locate  the  coal  fields  of  Indi- 
ana. 

Describe  the  gulf  stream  and  give  its 
climatic  effects. 

Account  for  the  heavy  rainfall  on  the 
southern  slopes  of  the  Himalaya 
Mountains. 

Explain  the  formation  of  the  rainbow. 

CHEMISTRY. 

{Any  seven.) 

Distinguish  clearly  between  chemical 
and  physical  changes. 

Describe  and  draw  a  diagram  of  the 
apparatus  necessary  to  obtain  oxy- 
gen.  How  would  you  obtain  oxygen? 

What  do  you  understand  by  "valence"? 
From  the  following  formulas:  Ha 
S04,  Hcl,  HN03,  Na  CI,  Cu  CI2,  give 
the  valence  of  S04,  CI,  N03,  Na  and 
Cu. 

Explain  and  give  the  equation  for  the 
chemical  reaction  which  takes  place 
when  CO  gas  is  passed  through 
lime  water. 

Is  sulphur  a  metallic  element?  Ex- 
plain why  you  answer  as  you  do. 

What  causes  "hardness"  in  water? 
Give  difference  between  permanent 
and  temporary  hardness. 

If  a  room  were  entirely  filled  with  pure 
hydrogen  and  an  electric  spark  in- 
troduced at  center  of  room,  what 
would  be  the  result?    Explain  fully. 

By  means  of  what  acid  can  glass  be 
etched?    How  is  this  acid  kept? 

If  you  desire  to  remove  and  keep 
moisture  from  a  box,  what  would 
you  use? 

What  do  you  mean  by  a  reducing 
flame?  By  an  oxidizing  flame? 
What  part  of  the  flame  is  used  in 
each  case? 

SOLID  GEOMETRY. 
{Any  seven.) 
Show  that  if  there  are  given  four 
points  in  space,  no  three  being  col- 
linear,  the  number  of  distinct 
straight  lines  determined  by  them 
is  six;  if  there  are  five  points,  the 
number  is  ten. 


EDUCATION  IN  INDIANA. 


State  three  methods  of  determining  a 
plane. 

Prove:  If  two  intersecting  planes 
pass  through  two  parallel  lines, 
their  intersection  is  parallel  to 
these  lines. 

Why  is  it  that  a  three-legged  chair  is 
always  stable  on  the  floor,  while  a 
four  legged  one  may  not  be? 

Find  volume  of  a  cube  whose  diagonal 
is  k  "sT 

Prove:  Parallel  transverse  sections  of 
a  cylindrical  space  are  congruent. 

Prove:  A  place  section  of  a  sphere  is 
a  circle. 

How  many  square  feet  in  the  surface 
of  a  cylindrical  water  tank,  open  at 
the  top,  its  height  being  40  feet  and 
its  diameter  40  feet? 

How  many  points  on  a  spherical  sur- 
face determine  a  small  circle? 

PLANE  GEOMETRY. 

{Any  seven.) 

Define  plane,  proposition,  theorem, 
postulate,  corollary. 

Prove:  The  bisectors  of  two  adjacent 
angles  formed  by  one  line  cutting 
another  are  perpendicular  to  each 
other. 

Prove:  Tangents  to  two  intersecting 
circumferences  from  any  point  in 
the  production  of  their  common 
chord  are  equal. 

If  one  angle  of  a  triangle  is  3^  of  a 
straight  angle,  show  that  the  square 
on  the  opposite  equals  the  sum  of 
the  squares  on  the  other  two  sides 
less  their  rectangle. 

How  many  diagonals,  at  most,  has  a 
general  quadrilateral?  A  general 
pentagon?    A  general  hexagon? 

Prove:  In  any  triangle  any  exterior 
angle  equals  the  sum  of  the  two  in- 
terior non-adjacent  angles. 

Prove:  All  tangents  drawn  from 
points  on  the  outer  of  two  concen- 
tric circumferences  to  the  inner  are 
equal. 

Draw  a  tangent  to  a  given  circle  from 
a  given  point;  the  point  is  on  the 
circumference. 

Trisect  a  right  angle. 

RHETORIC. 

{Any  seven,  not  omitting  9-10.) 

Is  it  always  best  to  adhere  strictly  to 
the  rules  for  punctuation?  Give 
reasons.  What  is  the  present  ten- 
dency in  punctuation? 


2.  "Sentences  and  paragraphs  must  have 

coherence."  Define  coherence  as 
here  used. 

3.  Write  sentences  illustrating  the  cor- 

rect use  of  notorious,  noted,  famous. 

4.  In  what  forms  of  discourse  do  the  fol- 

lowing terms  occur:  Point  of  view; 
incident;  conclusion. 

5.  What  is  a  localism?    Illustrate. 

6.  Use  correctly  the  following  words  in 

sentences:  affect,  effect;  aggra- 
vate, provoke. 

7.  Correct,  giving  reasons:    The  watch- 

maker fixed  the  watch.  I  have  got  a 
cold.  Children  love  candy  and  ex- 
cursions. Can  I  borrow  your  pen- 
cil? 

8.  Define  "triteness"  as  applied  to  writ- 

ing. 
^10.    Write  a  description  of  at  least  150 
words.    (Select  your  subject.) 

ENGLISH  LITERATURE. 

{Any  seven.) 

1.  What  was  the  plan  of  the  Canterbury 

Tales?    Who  wrote  them? 

2.  What  is  the  marked  characteristic  of 

the  literature  of  the  Elizabethan 
age? 

3.  What  great  names  are  associated  with 

the  Lake  School  of  writers? 

4.  Place  the  following  authors  in  chrono- 

logical order:  Swift,  Spenser,  Car- 
lyle  and  Wordsworth. 

5.  Tell  what  you  can  of  the  life  and  work 

of  Addison. 

6.  Write  not  less  then  100  words  regard- 

ing Silas  Marner. 

7.  Who   wrote   Marmion?     The  Ancient 

Mariner?  Essay  on  Man?  She 
Stoops  to  Conquer? 

8.  Give  a  brief  outline  of  the  plot  in  the 

Merchant  of  Venice. 

9.  Write  not  less  than  ten  lines  on  Scott's 

narrative  poems. 
10.    "A  prince  I  was,  blue-eyed,  and  fair  in 

face. 
Of  temper  amorous,  as  the  first  of 

May, 
With  length  of  yellow  ringlets,  like  a 

girl. 
For  on  my  cradle  shone  the  Northern 

Star." 
From  what  is  the  above  quoted?    Name 
the  author. 

AMERICAN  LITERATURE. 

{Any  seven.) 

1.  What  period  of  American  literature 
may  justly  be  called  the  Theological 
Era?    Why? 


68  ~     EDUCATION  IN  INDIANA, 


Name  four  authors  of  the  Theological  William    Cullen    Bryant?     O.    W. 

Period.  Holmes? 

What  rank  does   Washington    Irving  7.    Name  four  American  authors  who  have 

hold    among     American     authors?  embodied  in  their  writings  the  po- 

Make    four    statements    to    verify  litical  elements  of  American  life, 

your  answer.  8.    Name  live  American  historians,  one  of 

Who  wrote  The  Embargo?    The  Vil-  M'hom  is  an  Indiana  man. 

lage     Blacksmith?      The     Hoosier  9.    State  briefly  some  thoughts  you  have 

Schoolmaster?     The    Gates    Ajar?  received    from    Bryant's    writings. 

What  do  you  know  of  one  of  these  State  the  same  from  Longfellow's, 

authors?  quoting  from  him. 

What   is  the  subject-matter  of  litera-  10.    Who  wrote  Snow  Bound?    Why  is  it  so 

ture?  fascinating  to  read?    What  impres- 

What    is    the    characteristic    line    of  sions,  do  you  think,  must  have  been 

thought  in  the  writings  of  Thomas  made  vipon  the  author's  mind  that 

Jefferson?    J.    Fennimore   Cooper?  caused  him  to  write  it? 


c.    SCHOOL  VISITATION. 

The  law  says  that  the  county  superintendent  shall  visit  schools 
while  they  are  in  session,  for  the  purpose  of  increasing  their  use- 
fulness and  elevating  as  far  as  practicable  the  poorer  schools  to  the 
standard  of  the  best.  Perhaps  no  other  one  thing  has  done  so 
much  for  the  schools  as  these  personal  visitations.  The  teach- 
ers who  secure  their  licenses  from  these  superintendents  are 
always  anxious  to  do  good  work  and  any  suggestions  offered  are 
followed  to  the  best  of  their  ability.  The  superintendent  has  a 
great  opportunity  in  this  capacity  to  aid  the  teacher  who  is 
beginning  his  work. 

The  supervisory  powers  of  the  county  superintendent  do  not 
extend  over  cities  having  duly  appointed  superintendents,  but 
they  do  extend  over  the  smaller  incorporated  towns  with  no  regular 
superintendents. 

d.     CIRCULARS. 

In  many  counties  the  superintendents  supplement  visitation 
with  circulars  giving  specific  directions  as  to  the  work  they  want 
done.  These  circulars  are  issued  in  some  counties  as  often  as  once 
a  week,  and  they  serve  to  arouse  interest  and  to  make  the  organiza- 
tion more  efficient.  Two  of  these  circulars  are  submitted  here,  one 
as  a  guide  to  teachers  while  visiting  other  schools,  and  the  other 
giving  directions  in  the  regular  work : 


EDUCATION  IN  INDIANA.  69 

Office  of 
HOMER  L.  COOK,  Office  day,  Monday. 

County  Superintendent  Marion  County  Schools,  Residence  New  Phone  4103. 

Indianapolis,  Ind.,  October  13,  1903. 
Teachers: 

Read  first  and  second  circular  letters.  How  about  the  appearance  of 
your  pupils  at  this  time? 

Do  you  have  devotional  exercises  every  morning?  Use  the  Bible.  You 
will  find  that  your  day's  work  will  be  brighter  and  better  by  doing  so. 

Have  you  plenty  of  material  for  busy  work? 

I  have  found  several  teachers  allowing  pupils  to  keep  their  books  open 
and  recite  from  them  during  the  recitation.  If  you  will  study  the  schedule 
of  success  items  on  your  last  county  license,  I  think  you  will  mark  off 
ten  for  that  one  fault. 

Talk  county  library  to  your  pupils.    Get  a  card  for  your  own  use. 

Study  course  of  study. 

Begin  to  work  for  World's  Fair  exhibit. 

Choose  some  particular  subject  on  which  your  pupils  can  do  good 
work,  and  keep  the  best  of  their  daily  work. 

Quite  a  number  of  teachers  have  asked  me  what  to  do  in  a  reading 
lesson. 

My  first  assignment  always  has  been  to  work  out  new  and  difficult 
words. 

Next  get  the  thought.  Probably  pupils  can  not  do  this  in  one  day.  If 
not,  work  on  the  thought  until  pupils  have  it.  •  It  is  always  well  to  have 
pupils  work  out  pictures  in  poetry  selections.  Never  allow  pupils  to  read 
orally  until  you  have  worked  out  the  thought  of  the  selection.  It  is  not 
absolutely  necessary  for  pupils  to  read  orally  all  of  a  selection.  Read 
a  paragraph  or  two  orally  and  have  that  done  well. 

Teachers  must  make  definite  assignments.  Ask  questions  and  have 
them  answered.    Have  pupils  ansAver  your  questions  in  writing. 

Some  teachers  say  that  they  do  not  have  time  to  make  these  assign- 
ments. If  that  is  so,  you  teach  many  lessons  for  which  you  have  made 
no  preparation. 

It  is  my  judgment  that  it  is  more  profitable  for  you  to  prepare  your 
work  and  make  definite  assignments  than  it  is  to  spend  your  full  time 
on  the  recitation.  For  example,  we  will  suppose  that  you  have  not  pre- 
pared your  reading  lesson.  You  have  fifteen  minutes  for  that  recitation. 
You  have  not  seen  the  lesson  at  all.  Take  five  minutes  of  the  fifteen 
to  prepare  it;  you  will  find  that  you  will  do  more  good  in  the  ten  minutes 
th^n  you  could  have  done  in  the  fifteen.  But  a  wiser  plan  would  be  to 
prepare  your  lessons  at  the  proper  time. 

Some  say,  what  shall  we  do  if  we  do  not  complete  the  work  outlined 
in  the  course  of  study?  My  answer  is  that  you  will  get  along  more 
rapidly  by  preparing  your  work  well  than  if  you  teach  in  the  old  way.  Be 
concerned  about  how  you  teach  instead  of  how  much  you  teach. 

I  once  had  a  parent  ask  me  why  his  boy  was  not  allowed  to  read.  I 
had  worked  on  Longfellow's  "Rainy  Day"  one  week,  but  was  not  ready 
for  oral  reading.  The  pupils  had  been  reading  every  day,  but  he  had  the 
idea  that  he  read  only  when  he  was  allowed  to  stumble  through  the 


70  EDUCATION  IN  INDIANA. 

verse  mispronouncing  half  tlie  words   and   not  getting   nor  giving   any 
of  the  thought. 

Teach  the  following: 

Eighth  Year   Julius  Caesar. 

Seventh  Year  Commit  Excelsior. 

Sixth  Year A  Ruffian  in  Feathers. 

Fifth  Year How  Little  Cedric  Became  a  Knight. 

Fourth  Year The  Pine  Tree  Shillings. 

Third  Year The  Three  Bugs. 

Some  teachers  have  asked  what  to  do  in  second  and  third  year  arith- 
metic. Don't  do  much  arithmetic  work.  The  best  educators  of  the 
country  to-day  advise  that  no  arithmetic  be  taught  until  the  fourth  year. 

In  the  second  year,  teach  the  pupil  the  relation  between  the  symbol 
and  the  object.  In  doing  this  teach  the  relation  of  the  object  or  objects 
to  numbers  as  expressed  by  symbols.  Use  different  objects  in  teaching 
numbers  and  the  use  of  figures.  Teach  old-fashioned  counting  to  one 
hundred.  Teach  the  child  to  add  simple  problems.  These  directions  are 
to  be  carried  out  during  the  entire  year,  and  it  is  not  expected  that  the 
teacher  can  do  this  work  in  less  time.  For  third  year  work  see  Course  of 
Study,  page  61. 

I  have  this  suggestion  for  your  institute  work: 

On  institute  days  meet  in  sections  for  one  hour. 

Primary  teachers  meet  to  talk  over  the  work  for  the  primary  grades. 
Principals  and  high  school  teachers  meet  and  talk  over  your  work. 
Teachers  of  one-room  buildings  meet  with  primary  section.  Take  one 
hour  for  this  discussion.  Appoint  your  chairman  and  make  a  regular 
organization.  I  feel  that  you  ought  to  do  this  every  month  and  I  am 
quite  sure  you  will  be  greatly  benefited  by  it.  In  the  words  of  William 
Hawley  Smith,  "put  the  grease  right  where  the  squeak  is." 

Yours  respectfully, 

Homer  L.  Cook. 

I  wish  to  recommend  "The  Story  of  Our  English  Grandfathers"  as 
supplementary  work  for  "The  Ten  Boys"  and  the  "U.  S.  History."  You 
can  examine  it  at  the  office.  I  would  be  pleased  to  have  the  teachers 
examine  it. 

VISITATION  REPORT. 

This  blank  is  prepared  for  the  teacher's  use  who  visits  some  school. 

Please  fill  these  blanks  carefully  and  honestly,  and  send  the  same  to  me. 

Take  notes  with  pencil  while  visiting  and  make  report  later  on  this  blank 

\yith  pen.    These  reports  will  be  examined  by  the  county  superintendent. 

Homer  L.  Cook,  Superintendent  of  County  Schools. 

1.  Condition  of  yard,  including  walks,  fences,  pump,  grass,  out-buildings, 

trees  and  plants 

2.  Condition    of    schoolhouse,    appearance    from    outside,     decorations, 

windows,  blinds,  blackboard,  heating  and  ventilation 


EDUCATION  IN  INDIANA.  71 

3.  Is  the  school  provided  with  a  cloclv,  toilet  articles,  dictionary,  cyclo- 

paedia, reading  circle  books  of  this  year;  any  library  whatever? 
Is  the  teacher  making  an  effort  through  the  trustee  or  otherwise 
to  get  these  things  ? 

4.  Appearance  of  teacher  and  pupils 

5.  Preparation  of  teacher  for  the  day's  work 

6.  Preparation   of   pupil 

7.  Recitation.— Discuss  the  teacher's  method,  mentioning  his  strong  and 

weak  points  as  you  see  them.  Discuss  the  results  of  the  recita- 
tion   

8.  Discuss   some   particular  lesson   given.      In   this   discussion   give   the 

subject-matter  treated  and  the  purposes  accomplished.  Point  out 
definitely  some  of  the  strongest  points  in  the  recitation  and  also 
mention  definitely  some  points  that  are  not  so  good 

Discipline. 


Geneeal  Remarks. 

Write  a  summary  including  any  special  points  not  mentioned  above  of 
not  fewer  than  six  lines. 


e.     REPORTS. 

The  township  trustees  of  the  townships  and  the  school  boards  of 
the  towns  and  cities  report  annually  to  the  county  superintendents 
the  school  enumeration,  which  includes  all  persons  between  the 
ages  of  six  and  twenty-one  years.  They  also  make  reports  showing 
the  financial  condition  of  the  schools  and  statistics  regarding  the 
teachers,  libraries,  value  of  school  property,  etc.  Erom  these 
reports  the  county  superintendent  makes  a  summarized  report 
annually  to  the  state  superintendent  of  public  instruction. 

f.     TOWNSHIP  INSTITUTES. 

Each  township  in  every  county  holds  a  monthly  meeting  of  its 
teachers — this  meeting  is  known  as  the  township  institute.  School- 
room problems  and  the  teachers'  reading  circle  work  are  discussed. 
Whenever  possible  the  county  superintendent  attends  these  meet- 
ings, of  which  he  is  chairman  ex  officio.  More  than  seven  thou- 
sand of  these  meetings  are  held  every  year  in  the  state,  and  it  would 
be  impossible  to  estimate  the  good  results  that  come  from  them, 


72  EDUCATION  IN  INDIANA. 

Here  the  teachers  discuss  their  problems  freely  and  thoroughly 
and  through  these  frank  expressions  all  are  benefited. 

g.    COUNTY  INSTITUTE. 

The  teachers  of  every  county  are  called  together  annually  by  the 
county  superintendents  for  a  week's  session  known  as  the  county 
teachers'  institute.  The  work  in  these  meetings  is  inspirational, 
professional,  and  academic  and  serves  as  a  stimulus  to  higher 
life  and  better  teaching.  The  best  educators  obtainable  are  em- 
ployed as  instructors.  In  former  years  the  work  of  institutes  was 
purely  academic  and  served  as  a  preparation  for  the  examination 
which  usually  was  held  at  the  close  of  the  institute.  In  a  few 
counties  the  departmental  plan  has  been  successfully  tried.  Just 
at  present  a  movement  is  on  foot  to  improve  the  institute  and  the 
educators  of  the  state  are  studying  the  problem. 

h.    GENERAL  DUTIES. 

The  county  superintendent  decides  all  questions  regarding  the 
transfer  of  school  children  from  one  corporation  to  another.  He 
decides  whether  or  not  school  districts  when  once  closed  shall  be 
re-opened.  Plis  decision  in  these  matters  is  final,  but  on  other 
questions  an  appeal  from  his  decision  may  be  made  to  the  state 
superintendent  of  public  instruction. 

The  ofiicial  dockets,  records,  and  books  of  account  of  the  clerks 
of  the  courts,  county  auditor,  county  commissioners,  justices  of  the 
peace,  prosecuting  attorneys,  mayors  of  cities,  and  township  and 
school  trustees,  shall  be  open  at  all  times  to  the  inspection  of  the 
county  superintendent,  and  whenever  Jie  finds  any  irregularity, 
or  any  misapplication  of  school  funds  it  is  his  duty  to  institute 
suit  in  the  name  of  the  state  properly  to  adjust  such  matters. 


B.    THE  COUNTY  BOARD  OF  EDUCATION- 

1.     HISTOEY. 

When  the  county  examiners  met  in  convention  at  Indianapolis 
in  1866  at  the  call  of  State  Superintendent  Hoss  there  was  a 
resolution  adopted  calling  for  the  creation  by  law  of  a  county 


EDUCATION  IN  INDIANA.  Y3 

board  of  education.  This  is  the  first  expression  of  the  need  which 
was  felt  for  some  unity  in  the  county  organization.  There  was 
neither  unity  nor  uniformity  and  it  was  felt  that  forces  that  were 
working  at  random  ought  to  be  working  in  harmony.  IJ^othing 
came  of  this  resolution  directly,  but  in  1873  when  the  county 
superintendency  was  created,  the  law  also  authorized  a  county 
board  of  education.  It  is  an  ex  officio  organization  and  is  com- 
posed of  the  township  trustees,  and  the  chairman  of  the  school 
trustees  of  each  town  and  city  of  the  county,  and  the  county 
superintendent. 

2.     DUTIES. 

While  the  duties  of  this  board  are  in  the  main  general,  the  work 
it  does  is  of  larger  importance  than  it  seems  to  be.  It  really  is 
responsible  for  the  school  spirit  in  the  county,  for  the  appearance 
of  school  property,  and  for  the  advancement  made  in  education. 
When  organized  the  law  said  that  this  board  should  meet  semi- 
annually on  the  first  days  of  May  and  September  to  consider  the 
general  wants  and  needs  of  the  schools  and  school  property  of 
which  they  have  charge,  and  all  matters  relating  to  the  purchase  of 
school  furniture,  books,  maps,  charts.  The  school-book  law  re- 
lieved it  of  its  duty  to  adopt  the  text-books  in  the  grades.  It 
formerly  also  regulated  the  course  of  study  which  is  now  made  by 
the  state  department  and  adopted  and  carried  out  by  this  board. 
It  may  adopt  rules  and  regulations  for  the  government  of  the 
district  schools.  Another  of  its  duties  is  to  appoint  on  the  first 
Monday  in  May  of  each  year  one  truant  ofiicer  in  the  county. 


III.    Township  Supervision. 


A.    TOWNSHIP  TRUSTEE. 

1.     HISTOKY. 

The  township,  which  is  the  real  unit  of  the  edncational  system 
of  Indiana,  had  its  origin  in  an  act  of  congress  in  May,  1785,  and 
has  figured  as  an  important  factor  ever  since.  In  1816,  the  state 
legislature  provided  that  ^^upon  petition  of  twenty  householders  in 
any  township,  there  might  be  ordered  an  election,  at  which  three 
trustees  should  be  chosen  to  manage  the  schools  of  the  township.'' 
Until  1852  the  affairs  of  the  township  were  not  very  well  defined. 
Indeed  two  political  divisions,  the  congressional  and  civil  town- 
ship, were  maintained.  With  the  new  constitution  a  change  was 
made;  the  congressional  township  was  abolished  and  the  civil 
township  became  the  school  unit  and  took  on  larger  importance 
and  uniformity  in  the  affairs  of  the  state  at  the  same  time.  The 
three  trustees  were  maintained,  however,  making  the  school  ma- 
chinery very  complex.  The  law  of  1859  reduced  the  number  of 
township  trustees  to  one,  making  a  great  stride  toward  that  sim- 
plicity that  characterizes  the  school  machinery  today.  Some  of  the 
claims  made  and  allowed  by  educators  for  the  township  unit  as  it 
is  in  Indiana  may  be  enumerated:  (1)  It  reduces  the  school 
machinery  to  the  minimum.  (2)  It  makes  one  man  responsible 
for  the  schools.  (3)  It  makes  uniform  facilities  in  the  township. 
(4)  It  stimulates  a  healthy  educational  tone  in  neighboring 
townships.  (5)  It  makes  adjustment  of  districts  and  transfers 
possible  and  easy.  (6)  It  makes  centralization  of  schools  practi- 
cal. 

2.     ADMINISTKATIOK 

a.     ELECTION,  TENURE,  QUALIFICATION. 

The  township  trustee  is  elected  by  the  people  for  a  term  of  four 
years  and  can  not  be  re-elected  to  succeed  himself.     The  only 

(74) 


EDV CATION  IN  INDIANA.  Y5 

qualification  is  that  he  shall  be  a  citizen  of  the  township.  The 
office  has  come  to  be  regarded  of  so  much  importance  that  the 
people  generally  choose  good,  honest,  intelligent  men  as  incum- 
bents. 

6.     GENERAL  EDUCATIONAL  DUTIES. 

The  township  trustee  has  charge  of  the  educational  affairs  of  his 
township.  He  locates  conveniently  a  sufficient  number  of  schools 
for  the  education  of  the  children  therein,  and  builds  or  otherwise 
provides  suitable  houses,  furniture,  apparatus  and  other  articles 
and  educational  appliances  necessary  for  the  thorough  organization 
and  efficient  management  of  the  schools. 

c.     GRADED  HIGH  SCHOOLS. 

When  a  township  has  twenty-five  common  school  graduates  a 
township  graded  high  school  may  be  established  and  maintained  in 
the  center  of  the  township,  to  which  all  pupils  who  are  sufficiently 
advanced  must  be  admitted.  The  trustee  may,  with  the  assistance 
of  a  trustee  of  another  township,  establish  and  maintain  a  joint 
graded  high  school  in  lieu  of  a  separate  graded  high  school.  The 
trustees  of  the  two  townships  have  joint  control  over  such  schools. 
If  the  township  does  not  maintain  a  high  school  the  common  school 
graduates  are  entitled  to  transfers  at  public  expense  to  a  high 
school  in  another  corporation. 

d.     CENTRALIZATION  OF  RURAL  SCHOOLS. 

Under  the  law,  above  mentioned,  the  township  trustees  have 
been  doing  much  toward  centralizing  their  schools ;  large  buildings 
are  erected  near  the  center  of  the  township,  to  which  pupils  living 
at  a  distance  are  transported  in  wagons  at  public  expense.  This 
move  is  growing  more  popular  every  year  as  its  advantages  become 
known.  The  advantages  of  centralizing  schools  may  be  enumer- 
ated as  follows:  (1)  When  teachers  have  but  one  or  two  grades, 
pupils  are  better  classified  and  the  work  is  better  organized.  (2) 
Pupils  are  given  the  advantages  of  high  school  facilities  which 
they  otherwise  could  not  have.  (8)  It  is  an  established  fact  that 
a  graded  school  can  be  conducted  with  less  expenditure  than  a 
number  of  separate  schools.  In  making  this  assertion  the  expense 
of  transportation  is  considered.     (4)     It  is  less  expensive  to  the 


76  EDUCATION  IN  INDIANA. 

parent  to  have  children  transported — the  saving  is  in  the  care  of 
the  books  and  clothing,  and  especially  that  of  boots  and  shoes. 
(5)  The  children  are  carefnll}^  guarded  on  the  road  to  and  from 
school.  (  6 )  The  ideal  place  for  a  boy  is  a  home  on  the  farm  with 
high  school  privileges  at  hand. 

e.     REPORT  TO  ADVISORY  BOARD. 

The  township  trustee  makes  reports  to  the  advisory  board 
annually,  on  the  first  Tuesday  of  September,  for  the  school  year 
ending  the  thirty-first  day  of  July,  and  as  much  oftener  as  the 
board  may  require  a  report  thereof,  in  writing.  These  reports 
must  clearly  state  the  following  items:  (1)  The  amount  of 
special  school  revenue  and  of  school  revenue  for  tuition  on  hand 
at  the  commencement  of  the  year  then  ending.  (2)  The  amount 
of  each  kind  of  revenue  received  within  the  .year,  giving  the 
amount  of  tuition  revenue  received  at  each  semiannual  apportion- 
ment thereof.  (3)  The  amount  of  each  kind  of  revenue  paid  out 
and  expended  within  the  year.  (4)  The  amount  of  each  kind 
of  revenue  on  hand  at  the  date  of  said  report,  to  be  carried  to  the 
new  account. 

f.     REPORT  TO  COUNTY  SUPERINTENDENT. 

On  the  first  Monday  in  August  the  trustee  makes  an  annual 
report  to  the  county  superintendent,  giving  statistical  information 
obtained  from  teachers  of  the  schools  of  his  township  and  embodies 
in  tabulated  form  the  following  additional  items:  The  number 
of  districts;  schools  taught  and  their  grades;  teachers,  males  and 
females;  average  compensation  of  each  grade;  and  a  detailed 
report  concerning  the  financial  condition  of  the  township  funds 
and  revenues  for  schools. 

g.     REPORT  OF  ENUMERATION  TO  COUNTY  SUPERINTENDENT. 

The  trustees  of  the  several  townships,  towns  and  cities  shall 
take  or  cause  to  be  taken,  between  the  tenth  day  of  April  and  the 
thirtieth  day  of  the  same  month,  each  year,  an  enumeration  of  all 
unmarried  persons  between  the  ages  of  six  and  twenty-one  years, 
resident  within  the  respective  townships,  towns  and  cities.  The 
enumeration  must  be  summarized,  sworn  to  and  then  submitted  to 
the  county  superintendent. 


EDUCATION  IN  INDIANA.  Y7 

Ji.     TRANSFER  OF  PUPILS. 

If  any  child  resident  in  one  school  corporation  of  the  state  may 
be  better  accommodated  in  the  schools  of  another  school  corpora- 
tion the  parent,  guardian  or  custodian  of  such  child  may  at  any 
time  ask  of  the  school  trustee  in  whose  township  the  child  resides, 
an  order  of  transfer,  which,  if  granted,  shall  entitle  such  child  to 
attend  the  schools  of  the  corporation  to  which  such  transfer  is 
made. 

i.     POOR  CHILDREN  PROVIDED  FOR. 

It  is  the  duty  of  each  township  trustee  and  each  city  school 
board  to  furnish  the  necessary  school  books,  so  far  as  they  have 
been  or  may  be  adopted  by  the  state,  to  all  such  poor  and  indigent 
children  as  may  desire  to  attend  the  common  schools. 

j.     PARENTAL  HOMES. 

School  trustees  of  townships,  towns  and  cities  are  authorized  to 
establish  parental  homes,  within  or  without  the  corporate  limits  of 
their  corporations,  a  separate  school  for  incorrigible  and  truant 
children.  Any  child  or  children  who  shall  be  truant  or  incorrigible 
may  be  compelled  to  attend  such  separate  school  for  an  indeter- 
minate time. 

k.     SCHOOL  DIRECTORS. 

The  law  provides  that  the  voters  of  a  district  may  meet  on  the 
first  Saturday  in  October  and  elect  one  of  their  number  as  director 
of  the  school ;  but  the  people  very  seldom  if  ever  do  this,  for  the 
reason  that  there  is  no  remuneration  for  this  office.  In  case  the 
voters  do  not  elect  a  director,  the  trustee  is  empowered  to  appoint 
one,  and  almost  all  the  directors  are  appointed,  although  they 
exercise  so  little  power  that  they  are  now  hardly  thought  of  as 
officers.  The  school  director  may  call  a  meeting  of  the  voters  of  his 
district  at  any  time.  The  director  presides  at  these  school  meet- 
ings and  makes  a  record  of  the  same.  He  shall,  under  the  direc- 
tions of  the  township  trustee,  have  general  charge  of  the  school 
property  in  his  district ;  and  he  may  also  visit  and  inspect  the 
school  from  time  to  time,  and  when  necessary  may  exclude  any 
refractory  pupil  therefrom. 


78  EDUCATION  IN  INDIANA.  ' 

I.     ANNUAL  EXPENDITURES. 

The  trustee  shall,  at  least  thirty  (30)  days,  and  not  more  than 
forty  (40)  days,  before  the  annual  meeting  of  the  advisory  board, 
in  each  year,  post  at  or  near  the  door  of  all  postoffices  in  the  town- 
ship, a  statement  of  the  several  estimates  and  amounts  of  the 
proposed  annual  expenditures,  and  the  rates  of  taxation  proposed 
for  levy  against  the  property  within  such  tow^nship,  for  the  several 
funds  to  be  expended  for  his  township  during  the  calendar  year, 
and  also  copies  of  such  notice  shall  be  published  one  time  in  the 
issue  printed  in  the  first  week  of  August  of  each  year  in  the  two 
leading  newspapers  published  in  the  county,  representing  the  two 
political  parties  casting  the  highest  number  of  votes  in  such  county 
at  the  last  preceding  general  election,  and  one  publication  in  a 
newspaper  in  the  township  interested,  if  there  be  a  paper  published 
therein.  The  cost  of  such  publication  shall  not  exceed  two  dollars 
in  any  one  year  to  any  one  paper,  and  the  cost  of  necessary  copies 
for  posting  and  delivery  to  the  board  shall  not  exceed  one  dollar 
and  fifty  cents  in  any  one  year.  And  he  shall  furnish  within  like 
periods  to  each  of  the  members  of  the  advisory  board  a  statement 
of  such  estimates  and  amounts.  Such  statement  shall  contain  a 
notice  of  the  place  of  meeting  of  the  advisory  board,  and  shall 
be  substantially  in  the  following  form : 

EXPENDITURES  AND  TAX  LEVIES  FOR  THE  YEAR. 

The  trustee  of  township,  county,  proposes  for  the 

yearly  expenditures  and  tax  levies  by  the  advisory  board  at  its 
annual  meeting,  to  be  held  at  the  school  house  of  school  district 
N^o. — ,  the  following  estimates  and  amounts  for  said  year : 

1.  Township  expenditures,  $ ,  and  township  tax,  —  cents  on 

the  hundred  dollars. 

2.  Local  tuition  expenditures,  *$ ,  and  tax,  —  cents  on  the 

hundred  dollars. 

3.  Special  school  tax  expenditures,  $ ,  and  tax,  —  cents  on 

the  hundred  dollars.  -^ 

4.  Road  tax  expenditures,  $ ,  and  tax,  —  cents  on  the  hun- 

dred dollars. 

5.  Additional  road  tax  expenditures,  $ ,  and  tax,  —  cents 

on  the  hundred  dollars. 


EDUCATION  IN  INDIANA,  79 

6.  Library  expenditures,  $ ,  and  tax,  —  cents  on  the  hundred 

dollars. 

7.  Poor  expenditures  for  preceding  year,   $ ,  and  tax,   — ■ 

cents  on  the  hundred  dollars. 

8.  Other  items,  if  any,  expenditures,  $ ,  and  tax,  —  cents 

on  the  hundred  dollars. 

Total  expenditures,   $ ,  and  total  tax,  —  cents  on   the 

hundred  dollars. 
(Dated) (Signed) ,  Trustee. 

The  trustee  shall  procure  and  lay  before  the  advisory  board  at 
the  annual  meeting  thereof,  the  assessed  valuation  of  the  taxable 
property  of  the  township  for  such  year,  and  also  the  number  of 
taxable  polls  in  such  township. 


B.    ADVISORY  BOARD. 

The  latest  addition  to  the  school  machinery  of  Indiana  is  a 
township  advisory  board  consisting  of  three  resident  freeholders 
and  qualified  voters  of  the  township,  elected  by  the  people  for  a 
term  of  two  years.  This  came  in  answer  to  the  demand  for  some 
kind  of  a  check  upon  the  township  expenditures. 

1.     DUTIES. 

The  advisory  board  meets  annually  on  the  first  Tuesday  of 
September  to  consider  the  various  estimates  of  township  expendi- 
tures as  furnished  by  the  township  trustee  for  the  ensuing  year, 
which  it  may  accept  or  reject  in  part  or  in  whole.  In  addition  to 
this  power  to  determine  the  amounts  for  which  taxes  shall  be  levied 
the  advisory  board  determines  and  fixes  the  rates  of  taxation  for 
the  township.  The  meetings  are  open  to  the  public  and  at  any 
session  of  such  board,  any  taxpayer  of  the  township  may  appear 
and  be  heard  as  to  the  advisability  of  any  estimate  or  estimates  of 
expenditures,  or  any  proposed  levy  of  taxes,  or  the  approval  of  the 
township  trustee's  report  or  any  other  matter  being  considered  by 
the  board. 

The  members  of  the  advisory  board  are  usually  among  the  most 
reliable  citizens  of  the  township.  The  remuneration  is.  only  five 
dollars  a  year,  so  that  the  service  is  an  indication  of  the  public 
spirit  of  the  citizen  chosen. 


IV.    City  and  Town  Supervision. 


A.   THE  SUPERINTENDENT. 

1.     HISTOKY. 

Provision  for  separate  school  systems  in  incorporated  towns 
and  cities  was  not  made  till  1873,  when  school  trustees  of  towns 
and  cities  were  given  power  to  employ  a  superintendent  for  their 
schools,  and  to  prescribe  his  duties,  and  to  direct  in  the  discharge 
of  the  same.  Previous  to  this  there  had  simply  been  no  city  or 
town  schools  as  a  rule.  The  city  superintendent  has  come  to  be 
regarded  as  one  of  the  most  important  school  officials  in  the  state, 
and  though  his  duties  are  not  specified  by  law,  his  duty  and  power 
are  recognized  in  the  community. 

2.     ADMmiSTKATIO:NT. 

a.     TENURE  AND  QUALIFICATIONS. 

There  is  no  legalized  term  of  office,  but  the  custom  is  to  elect 
annually  and  to  retain  during  good  behavior.  There  is  a  growing 
tendency  to  elect  for  two,  three  or  four  years.  There  is  neither 
educational  nor  professional  qualification  required,  but  the  super- 
intendent as  a  general  thing  is  a  man  of  ability  and  character  and 
is  an  honor  to  the  community.  The  strength  of  the  city  schools  has 
come  through  the  care  with  Avhich  superintendents  are  selected,  the 
long  tenure,  and  the  freedom  of  management  conferred. 

6.     DUTIES. 

The  wide-awake  city  superintendent  is  a  very  busy  man.  He 
has  in  hand  in  minute  detail  the  side  of  eqviipment.  He  knows 
the  condition  of  the  buildings  and  suggests  improvements  and 
repairs.  He  makes  estimates  of  the  budget  needed  each  year  for 
all  expenditures.    In  addition  to  his  responsibility  for  the  material 

(80) 


EDUCATION  IN  INDIANA.  81 

equipment,  he  answers  for  the  progress  of  the  schools  in  the  com- 
munity.  He  chooses  the  teachers  and  assigns  them.  He  makes  the 
course  of  study  and  directs  the  teachers  in  making  it  effective.  He 
carries  out  a  plan  of  systematic  supervision  based  upon  his  expert 
pedagogical  knowledge.  These  things  he  does  directly  and  through 
assistant  supervisors. 

The  scholarly,  cultured  superintendent  has  great  opportunity  in 
his  community  to  direct  public  opinion  in  right  channels  upon 
educational  topics. 


B.    CITY  AND  TOWN  SCHOOL  BOARDS* 

1.     HISTOEY. 

Under  the  law  of  1875  the  common  council  of  each  city  and  the 
board  of  trustees  of  each  incorporated  town  of  the  state  were 
authorized  to  elect  three  school  trustees  to  constitute  a  school 
board.  All  cities  and  towns  in  the  state  with  the  exception  of 
Indianapolis  and  Evansville  choose  their  school  boards  under  this 
law.  Indianapolis  and  Evansville  schools  are  operated  under 
special  charters  secured  from  the  legislature. 

2.     ADMIN  ISTRATIOISr. 

a.     TENURE  AND  QUALIFICATIONS. 

Members  of  school  boards  are  elected  for  a  term  of  three  years 
and  only  one  new  member  is  elected  each  year.  N^o  qualifications 
are  specified  by  law  but  the  people  usually  select  men  of  intelli- 
gence and  culture  for  members  of  these  boards. 

h.     GENERAL  DUTIES. 

The  school  boards  have  charge  of  the  schools  in  their  respective 
corporations.  They  employ  the  superintendent,  who  is  directed  by 
them  to  nominate  teachers,  whom  they  employ  and  pay.  The 
school  boards,  of  cours6,  have  under  their  charge  the  building  and 
protection  of  the  school  buildings.  They  have  authority  to  buy 
and  sell  school  property,  erect  buildings,  establish  libraries,  and  to 
do  anything  that  will  promote  the  best  interests  of  the  schools  so 
long  as  the  school  funds  of  the  town  or  city  permit. 

6— Education. 


82  EDUCATION  IN  INDIANA. 

c.     REPORTS. 

The  school  trustees  of  the  incorporated  towns  and  cities  receive 
a  special  school  revenue  and  a  tuition  revenue  belonging  to  their 
corporations.  They  are  required  to  keep  accurate  accounts  of  the 
receipts  and  expenditures  of  such  revenues,  which  they  render  to 
the  county  commissioners  annually  on  the  first  Monday  in  August 
for  the  school  year,  which,  in  Indiana,  ends  on  the  31st  day  of 
July.  This  report  includes  the  following  things:  First,  the 
amount  of  special  revenue  and  tuition  revenue  on  hand  at  the 
commencement  of  the  year  then  ending;  second,  the  amount  of 
each  kind  of  revenue  received  during  the  year,  gi\  ing  the  amount 
of  tuition  revenue  received  at  each  semi-annual  apportionment 
thereof;  third,  the  amount  of  each  kind  of  revenue  paid  out  and 
expended  within  the  year;  fourth,  the  amount  of  eaeh  kind  of 
revenue  on  hand  at  the  date  of  said  report  to  be  carried  to  the  new 
account. 

d.     KINDERGARTENS. 

By  an  act  passed  in  1889  school  boards  were  empowered  to 
establish  in  connection  with  the  common  schools  of  incorporated 
towns  and  cities  kindergartens  for  children  between  ages  of  four 
and  six,  to  be  paid  for  in  the  same  manner  as  other  grades  and 
departments,  provided  the  expenses  are  met  through  local  taxation. 
As  a  result  most  of  the  cities  in  the  state  and  quite  a  number  of  the 
towns  have  successful  kindergartens  in  operation.  The  work  done 
covers  the  complete  range  of  kindergartens.  In  addition  to  these 
there  are  many  private  kindergartens. 

e.     MANUAL  TRAINING. 

Under  an  act  of  1891,  all  cities  of  a  given  population  were 
empowered  to  establish  in  connection  with  and  as  a  part  of  the 
system  of  the  common  schools,  a  system  of  industrial  or  manual 
training  and  education,  wherein  shall  be  taught  the  practical  use 
of  tools  and  mechanical  implements,  the  elementary  principles  of 
mechanical  construction  arrd  mechanical  drawing.  Indianapolis, 
until  quite  recently  the  only  city  that  met  the  conditions,  has  a 
splendid  manual  training  high  school.  Splendid  manual  training 
schools  are  now  established  in  Ft.  Wayne,  Evansville,  Richmond, 


EDUCATION  IN  INDIANA.  83 

Terre  Haute  and  other  cities.  Some  work  in  manual  training  is 
done  in  a  number  of  schools  in  smaller  cities  over  the  state  and  the 
idea  is  growing. 

f.     NIGHT  SCHOOLS. 

By  act  of  1889  all  cities  with  a  population  of  three  thousand  or 
more  were  authorized  to  maintain  night  schools  whenever  twenty 
or  more  inhabitants  having  children  between  the  ages  of  fourteen 
and  twenty-one  years  of  age,  or  persons  over  twenty-one  years  of 
age,  who,  by  reason  of  their  circumstances  are  compelled  to  be 
employed  during  the  day  for  family  support,  shall  petition  school 
trustees  so  to  do.  It  was  provided  that  all  persons  between  the 
ages  of  fourteen  and  thirty  who  are  actually  engaged  in  business 
or  at  labor  during  the  day  shall  be  permitted  to  attend  such 
schools.  This  furnishes  an  excellent  opportunity  for  certain 
classes  to  obtain  an  education  which  would  otherwise  be  denied 
them,  but  no  large  demand  has  yet  been  made  for  such  schools. 
See  table,  which  includes  night  schools,  for  statistics. 


84 


EDUCATION  IN  INDIANA. 


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V.    Education  of  Colored  Children. 


As  early  as  1866,  while  the  amendments  to  the  constitution 
were  still  under  discussion,  the  education  of  the  colored  children 
of  Indiana  was  the  subject  of  a  recommendation  made  to  the 
legislature  by  State  Superintendent  Hoss.  He  suggested  (1)  that 
the  school  trustees  open  separate  schools  for  colored  children  when 
a  given  number  of  such  children  of  school  age  reside  within 
attending  distance.  He  thought  the  number  could  not  safely  be 
less  than  fifteen.  He  suggested  (2)  that  in  case,  in  any  neighbor- 
hood, the  number  of  children  be  less  than  fifteen,  the  distributive 
share  of  revenue  due  each  colored  child  shall  be  set  apart  for  the 
education  of  such  child  in  such  manner  as  the  proper  school 
trustee  shall  provide.  (3)  He  suggested  that  it  be  made  specially 
obligatory  upon  the  trustee  to  make  some  provision  for  the  educa- 
tion of  the  children  to  the  extent  of  the  money  set  apart  for  the 
same.  This  same  year  the  examiners  in  convention  at  Indianap- 
olis passed  a  resolution  extending  the  benefits  of  the  school  system 
to  the  colored  children  of  the  state.  Two  years  later  State  Super- 
intendent Hobbs  made  a  stronger  case  calling  for  some  legislation 
and  finally,  in  1869,  an  act  was  passed  rendering  taxation  for 
common  school  purposes  uniform,  and  providing  for  the  education 
of  the  colored  children  of  the  state.  At  various  times  since  the  law 
has  been  modified  and  interpreted,  so  that  colored  children  to-day 
have  practically  the  same  privileges  as  white  children.  In  many 
communities  separate  schools  are  maintained  even  through  the 
high  school.  Where  such  schools  are  separate  it  is  insisted  that 
just  as  good  facilities  and  teachers  shall  be  provided  as  are  to  be 
found  in  other  schools.  In  many  of  the  high  schools  of  the  cities 
and  larger  towns  colored  children  attend  the  same  high  schools  as 
the  white  children,  and  the  doors  of  the  three  state  institutions  are 
open  to  them.  At  present  there  are  enumerated  in  Indiana  15,443 
colored  children  between  the  ages  of  six  and  twenty-one  years,  and 
of  this  number  9,163  are  attending  the  public  schools. 

(85) 


VI.    The  Teacher. 


There  are  at  present  in  Indiana  over  sixteen  thousand  teachers 
employed  in  the  public  schools.  This  army  of  men  and  women 
represents  the  best  blood  and  culture  of  the  state.  Really  with  no 
professional  requirement  specified  by  law  the  dignity  of  the  voca- 
tion is  recognized  everywhere^  and  it  is  felt  that  there  is  a 
profession  of  teaching.  State,  county  and  city  supervision  has 
constantly  advanced  the  standard  of  excellence  required,  and  an 
educated  public  sentiment  demands  the  best  service  possible. 
Even  with  the  life  of  the  average  teacher  in  the  districts  only 
about  four  years,  progress  is  apparent  in  all  phases  of  school  work. 

1.     TEl^UEE. 

Teachers  are  elected  annually,  but  as  a  matter  of  fact  the  tenure 
in  the  state  is  during  good  behavior,  that  is,  the  position  is  secure 
as  long  as  good  work  is  done.  Rarely  does  a  good  teacher  lose  a 
place  in  Indiana. 

2.    co:n^tracts. 

The  law  provides  that  all  contracts  made  by  and  between 
teachers  and  school  corporations  of  the  state  of  Indiana  shall  be  in 
writing,  signed  by  the  parties  to  be  charged  thereby,  and  no  action 
can  be  brought  upon  any  contract  not  made  in  conformity  to  the 
provisions  of  this  law.  The  law  also  provides  for  uniformity  in 
contracts  in  the  state  by  using  the  following  contract : 

Teacher's  Contract. 
For  Incorporated  Towns  and  Cities. 
THIS  AGREEMENT,  Made  and  entered  into  between  the  townsliip, 

town  or  city  SCHOOL  CORPORATION  of 

in ': County  and  State  of 

Indiana,  by   

tlie  Board  of 

School  Trustees  of  said  Corporation,  of  the  first  part,  and 

a   legally    qualified    teacher    of 

said  County,  of  the  second  part. 

(86) 


EDUCATION  IN  INDIANA.  87 

Witnesseth,  That  said 

hereby  agrees  to  teach,  in  the  Public  Schools  of  said  Corporation, 

grade,  or  such  grade  in  the  school department  as  the 

School  Board  or  Superintendent  may  direct,  in 

School  building,  during  the  school  year,  beginning  the day  of 

A.  D.  190.  .,  for  the  salary  of 

Dollars 

per  (month,  year,)  to  be  paid 

(State  when  all  or  parts  of  salary  will  be  paid.) 

Said 

further  agrees,  faithfully,  zealously  and  impartially,  to  perform  all  the 
duties  as  such  teacher,  using  only  such  text-books  as  are  prescribed  by 
said  Board,  or  Superintendent,  of  said  schools;  that  .  .he  will  accurately 
keep  and  use  all  registers  and  blanlvs  placed  in  ....  hands  by  said 
Board,  or  the  Superintendent  of  said  schools;  that  .  .he  will  make  a  com- 
plete and  accurate  report  at  the  close  of  the  school  term,  the  blank  for 
which  is  provided  on  the  back  of  this  sheet;  that  .  .he  will  make  all  other 
reports  required  by  said  Board,  Superintendent  or  School  Law;  that  .  .he 
will  exercise  due  diligence  in  the  preservation  of  the  school  buildings, 
grounds,  furniture,  books,  maps  and  other  school  property  committed  to 

care,  and  turn  same  over  to  said  Board  at  the  close  of  said  school. 

in  as  good  condition  as  when  received— damage  and  wear  by  use  excepted; 
and  that  ..he  will  conform  to  the  rules  and  regulations  of  said  Board, 
and  Superintendent,  and  faithfully  and  impartially  enforce  them  among 
the  pupils. 

Said  School  Corporation,  by  said  School  Board,  agrees  to  keep  the 
school  buildings  in  good  repair  and  furnish  the  necessary  fuel,  furniture, 
books,  maps,  blanks  and  such  other  appliances  as  may  be  necessary  for 
the  successful  teaching  of  the  branches  in  said  schools. 

And  said  School  Corporation,  by  said  School  Board,  further  agrees  to 

pay   said 

for  services  as  teacher  of  said  school,  said  salary  of 

Dollars   per    (month,    year,) 

as  above  agreed  upon. 

Provided,  That  in  case  said  teacher  shall  be  discharged  from  said 
school  by  said  Board  for  incompetency,  cruelty,  gross  immorality,  neglect 
of  business,  or  a  violation  of  any  of  the  stipulations  of  this  Contract,  or 

in  case license  should  be  annulled  by  the  County  Superintendent, 

or  by  the  State  Superintendent,  .  .he  shall  not  be  entitled  to  any  compen- 
sation after  notice  of  dismissal  or  annulment  of  license. 


88  EDUCATION  IN  INDIANA. 

Provided  further,  That  the  teacher  shall  have  a  duplicate  copy  of  this 
Contract. 

In  Witness  Whereof,  We  have  hereunto  subscribed  our  names 

this day  of A.  D.  190. .. 

'. President. 

Secretary. 

Treasurer. 

Board  of  School  Trustees. 
Teacher. 

Notes— 

(1.)  Full  authority  is  given  School  Boards  to  substitute  the  words  *'  principal,"  **  su- 
pervisor" or  "  superintendent "  wherever  the  word  "teacher"  appears  in  the  Contract, 
when  the  Contract  should  be  so  drawn. 

(2.)  This  Contract  is  the  official  form  as  made  under  the  provisions  of  H.  B.  No.  139, 
of  the  Acts  of  1899. 

3.     EEPOETS. 

To  enable  the  trustees  to  make  reports  which  are  required  of 
them,  the  teacher  of  each  school,  whether  in  township,  town  or 
city,  shall,  at  the  expiration  of  the  term  of  the  school  for  which 
such  teacher  shall  have  been  employed,  furnish  a  complete  report 
to  the  proper  trustee,  verified  by  affidavit,  showing  the  length  of 
the  school  term,  in  days;  the  number  of  teachers  employed,  male 
and  female,  and  their  daily  compensation;  the  number  of  pupils 
admitted  during  the  term,  distinguishing  between  males  and 
females,  and  between  the  ages  of  six  and  twenty-one  years;  the 
average  attendance;  books  used  and  branches  taught,  and  the 
number  of  pupils  engaged  in  the  study  of  each  branch.  Until 
such  report  shall  have  been  so  filed,  such  trustee  shall  not  pay 
more  than  seventy-five  per  centum  of  the  wages  of  such  teacher, 
for  his  or  her  services.    Following  is  a  form  of  this  report : 

Teacher's  or  Principal's  Report  to  Township  Trustee. 

Note.— This  report  must  be  made  by  each  teacher  having  charge  of  the 
attendance  of  pupils.  A  high  school  teacher  who  works  under  the  direc- 
tion of  a  principal  will  not  need  to  make  the  report  in  case  the  principal 
reports  for  the  entire  high  school.  In  graded  grammar  schools  each 
teacher  should  report  for  the  pupils  directly  under  his  charge.  The  prin- 
cipal of  a  gi'aded  grammar  school  should  report  only  for  the  pupils  di- 
rectly under  his  charge. 

Report   of 

(teacher,   principal)   of District,    

Township,  County,  Indiana, 

to  the  Township  Trustee,  for  the  school  term  beginning 

and  closing 


EDUCATION  IN  INDIANA.  89 

For  all  Teachers  Who  Have  Charge  of  Attendance  of  Pupils. 

1.  Number  of  days  school  was  in  session,  -        -        -        -     

2.  Number  of  pupils  enrolled  during  year,         .        .        .        . 

Male ;  female, ;  total, 

3.  Number  of  pupils  withdrawn  during  year,    ...        - 

Male, ;  female, ;  total 

4.  Number  of  pupils  suspended  during  year,      .        -        -        . 

Male, ;  female, ;  total, 

5.  Number  of  pupils  expelled  during  year,         .        .        .        . 

Male, ;  female, . , ;  total, 

6.  Number  of  pupils  re-entered  during  year,      ...        - 

Male,   ;  female, ;  total, 

7.  Number  of  pupils  remaining  in  school  close  of  year.    - 

Male, ;  female, ;  total, 

8.  Number  of  pupils  neither  tardy  nor  absent  during  year, 

Male, ;  female, ;  total, 

9.  Number  of  cases  of  tardiness  during  year,     -        -        -        . 

Male, ;  female, ;  total, 

10.  Number  of  pupils  tardy  during  year, 

Male, ;  female, ;  total, 

11.  Total  days  of  attendance  by  all  pupils  for  year,  -        -        -     

12.  *  «•        '♦      *'     absence,      "    *'        "        "       "  -        -         

13.  Total  cases  of  tardiness,  . .     Time  lost  by  tardiness,  -     

14.  tAverage  daily  attendance  for  year, 

15.  Per  cent,  of  attendance— 11-^(11  f  12), 

16.  Number  of  pupils  promoted  to 

(a)  Second  year, -        -         

(b)  Third        *'      -       - 

(c)  Fourth      " 

(d)  Fifth         " 

(e)  Sixth         " -         

(f)  Seventh     •' 

(g)  Eighth      '♦ 

(h)  High  School,  -        -        -        -        -        -        -     

17.  Number  of  graduates  from  the  common  branches  and  receiv- 

ing diplomas,      -      Male,   ;  female,   ;  total 

18.  Number  of  graduates  from  non-commissioned  township  high 

schools,       -       -       Male,   ;  female ;  total 

19.  Number    of    graduates    from    commissioned    township    high 

schools,       -       -       Male,   :  female,   ;  total 

20.  How  many  books  in   school  library   (not  including  reading 

circle  boolvs)  at  beginning  of  year?       -       -       -       -       -        

21.  How  many  books  were  added  to  the  library  (not  including 

reading  circle  books)  during  year? 


Notes:  — 

*(1.)  After  three  days  of  absence  the  pupil  should  be  withdrawn,  and  his  absence 
counted  no  more  for  that  period  of  absence.  After  being  withdrawn,  he  is  not  a  pupil  of 
the  school,  and  can  not  be  again  until  he  is  re-entered,  as  in  item  6. 

t(2.)  To  find  average  daily  attendance  divide  the  whole  number  of  days  of  attendance 
inade  by  all  the  pupils  by  the  nurqber  of  days  of  schopl  taught 


90  EDUCATION  IN  INDIANA. 

22.  Total   now   in   school   library   (not   including  reading   circle 

books), 

23.  How  many  reading  circle  books  were  added  during  year?        

24.  How  many  puplis  read  one  or  more  school  library  or  reading 

circle  books  during  year? 

25.  Do  patrons  read  school  library  books? 

26.  Number  of  visits  to  school, 

Parents,    ;  officials ;  others,    ,  total, 

27.  Number   of   teachers    employed    (if   school   be   high    school), 

Male ;  female ;  total 

28.  Number  of  days  teacher  attended  township  institute,       -       

29.  Books  and  apparatus  left  in  school  room  at  end  of  term,  -        

I, ,  do  solemnly 

swear  that  the  above  report  is  true  to  the  best  of  my  knowledge  and 
belief. 

Teacher. 

Principal. 


4.     WAGES. 

The  wage  question  has  received  a  good  deal  of  intelligent  con- 
sideration in  late  years  and  as  a  result  Indiana  has  the  following 
law  regulating  the  wages  of  teachers :  "The  daily  wages  of  teach- 
ers for  teaching  in  the  public  schools  of  the  state  shall  not  be  less 
in  the  case  of  beginning  teachers  than  an  amount  determined  by 
multiplying  two  and  one-fourth  (2^)  cents  by  the  scholarship 
given  said  teacher  on  his  highest  grade  of  license  at  the  time  of 
contracting;  and  after  the  first  school  term  of  any  teacher,  said 
teacher's  daily  wages  shall  not  be  less  than  an  amount  determined 
by  multiplying  two  and  one-half  (2^)  cents  by  the  general  average 
of  scholarship  and  success  given  the  teacher  on  his  highest  grade  of 
license  at  the  time  of  contracting ;  and  after  three  years  of  teaching 
said  wages  shall  not  be  less  than  an  amount  determined  by  multi- 
plying two  and  three-fourths  (2f )  cents  by  the  general  average  of 
scholarship  and  success  given  the  teacher  on  his  highest  grade  of 
license  at  the  time  of  contracting:  Provided,  That  two  (2)  pei* 
cent,  shall  be  added  to  a  teacher's  general  average  of  scholarship 
and  success  for  attending  the  county  institute  the  full  number  of 
days  and  that  said  two  (2)  per  cent,  shall  be  added  to  the  average 
scholarship  of  beginning  teachers. 

"All  teachers  now  exempt,  or  hereafter  exempt  from  examina- 
tion, shall  be  paid  as  daily  wages  for  teaching  in  the  public  schools 


EDUCATION  IN  INDIANA.  91 

of  the  state  not  less  than  an  amount  determined  by  multiplying  two 
and  three-fourths  (2|)  cents  by  the  general  average  of  scholarship 
and  success  given  said  teachers :  Provided,  That  the  grade  of 
scholarship  counted  in  each  case  be  that  given  at  the  teacher's  last 
examination,  and  that  the  grade  of  success  counted  be  that  of  the 
teacher's  term  last  preceding  the  date  of  contracting. 

"All  school  officers  shall  comply  with  the  provisions  of  this  act 
and  shall  pay  the  teachers  employed  by  them  no  less  than  such  an 
amount  as  shall  be  determined  by  sections  1  and  2  of  this  act. 
School  officers  who  shall  be  adjudged  guilty  of  violating  any  of  the 
provisions  of  this  act  shall  be  fined  in  any  amount  not  exceeding 
one  hundred  dollars  ($100)  for  such  offense.  The  state  superin- 
tendent of  public  instruction  is  hereby  authorized  to  bring  action 
against  any  school  officer  violating  any  of  the  provisions  of  this 
act." 

Here  are  some  statistics  showing  the  wages  paid  to  teachers  in 
Indiana  daily  during  the  year  1903-4 : 

Males.  Females.  Total. 

In    townships    $13,562  61  .$11,242  27  $24,804  88 

In  towns  1,732  54  2,234  60  3,967  14 

In  cities    2,936  85  9,474  42  12,411  27 

Whole  state $18,232  00       $22,951  29       $41,183  29 

Average  Daily  Wages. 

Males.      Females.    Total. 

Townships    $2,435       $2,275       $2.36 

Towns    3.214         2.397         2.696 

(Ities   4.497         2.779         3.055 

Average  for  state 2.697         2.472         2.567 

The  above  statistics  do  not  include  salaries  for  supervision,  which  are 
Vaid  from  the  special  school  funds,  $250,000  being  paid  annually  to  county, 
city  and  town  superintendents. 

5.     SCHOOL  TERM. 

The  law  provides  that  the  minimum  school  term  shall  be  six 
months.  The  average  length  of  the  term  even  for  district  schools 
is  much  more  than  six  months.  This,  with  the  wage  sentiment,  has 
helped  place  teaching  upon  a  higher  plane,  and  has  been  an  incen- 
tive to  more  thorough  preparation  on  the  part  of  the  teacher. 


92  EDUCATION  IN  INDIANA, 

6.     QUALIFICATIOKS. 

Teachers  must  have  good  moral  character  and  hold  a  valid 
license.  If  an  applicant  is  objectionable  a  majority  of  the  patrons 
through  petition  to  the  trustee  may  prevent  his  appointment.  If 
a  teacher  proves  unworthy  through  neglect,  incompetency  or  bad 
conduct  he  may  be  removed  by  the  county  superintendent  who  has 
power  to  revoke  his  license. 

Y.     THE  COMMOA^  SCHOOL  TEACHER 

Common  school  teachers  are  those  w^ho  teach  in  the  districts 
and  in  the  grades  in  cities  and  towns.  They  must  pass  examina- 
tions in  orthography,  reading,  writing,  arithmetic,  geography,  Eng- 
lish grammar,  physiology,  scientific  temperance,  U.  S.  history, 
literature  and  science  of  education.  The  grading  is  governed  by 
the  following  rules : 
A  general  average  of  85  per  cent.,  not  falling  below  75  per  cent,  in 

any  one  of  the  10  items,  nor  in  success,  entitles  the  applicant  to 

a  twelve  months'  license. 
A  general  average  of  90  per  cent.,  not  falling  below  80  per  cent,  in 

any  one  of  the  10  items,  nor  in  success,  entitles  the  applicant  to 

a  24  months'  license. 
A  general  average  of  95  per  cent.,  not  falling  below  85  per  cent,  in 

any  one  of  the  10  items,  nor  below  90  in  9,   10  and  success, 
.  entitles  the  applicant  to  a  36  months'  license. 
The  general  average  is  the  mean  of  the  average  scholarship  and 

success  (obtained  by  dividing  their  sum  by  two). 

The  above  standard  of  license  w^as  adopted  by  the  state  conven- 
tion of  county  superintendents,  held  at  Indianapolis^  June,  1898,  ^ 

Here  is  the  form  of  license  used, 


///>.,./,.</ 


I'H  )!     It'!        <v   ft   !l 


X.   ////.....    '///..., 


iit<|iiii!t<|ip^^^^^^^ 


i 


(93) 


94  EDUCATION  IN  INDIANA, 

8.     THE  PEIMARY  TEACHER 

The  state  board  of  education  has  provided  an  examination  for 
primary  teachers  requiring  less  knowledge  of  the  branches  and 
more  knowledge  of  the  work  to  be  done.  The  license  based  upon 
this  examination  is  issued  almost  exclusively  to  women  who  do 
work  in  the  first  four  grades. 


9.  THE  HIGH  SCHOOL  TEACHER. 

Still  another  grade  of  license  is  issued  to  high  school  teachers 
who  teach  subjects  other  than  the  common  branches.  The  tendency 
is  to  limit  the  high  school  teacher  to  one  or  two  subjects  and  to 
require  special  preparation  in  these.  There  are  five  different 
forms  of  the  high  school  license:  (1)  The  county  high  school 
license,  issued  by  the  county  superintendent,  valid  in  the  county 
for  one,  two  or  three  years,  according  to  grade  of  scholarship. 
(2)  The  state  high  school  license,  issued  by  the  state  superin- 
tendent, and  valid  in  any  high  school  in  the  state  for  one,  two  or 
three  years.  (3)  The  sixty  months'  license,  issued  by  the  state 
superintendent.  Before  this  can  be  secured  the  applicant  must 
hold  a  three  years'  common  school  license,  issued  by  the  state 
superintendent.  (4)  The  professional  license  is  granted  by  the 
state  board  of  education,  and  is  valid  for  a  period  of  eight  years. 
(5)  A  life  state  license  is  issued  by  the  state  board  of  education, 
valid  while  good  character  is  maintained.  Since  1867  the  state 
board  has  issued  upon  examinations  303  life  state  licenses  and 
283  professional  licenses.  Under  the  following  provisions  the 
state  superintendent  has  countersigned  sixty  life  state  certificates 
from  other  states  since  the  enactment  in  1899  : 

The  state  superintendent  of  public  instruction  may  countersign  the 
life  state  certificates  of  teachers  of  other  states,  when  the  holders  of  such 
certificates  shall  have  furnished  satisfactory  evidence  of  good  moral 
character,  and  experience  and  success  in  teaching,  as  is  required  for  life 
state  certificates  in  this  state;  and  when  so  countersigned  such  certificates 
shall  be  valid  in  any  of  the  seliools  in  this  state:  Provided,  That  the 
requirements  for  obtaining  the  life  state  certificates  of  other  states  shall 
be  equivalent  to  the  requirements  for  the  same  certificates  in  this  state. 


EDUCATION  IN  INDIANA. 


95 


10.  GENEEAL  DUTIES. 

The  teacher  is  required  to  enforce  in  good  faith  the  rules  and 
regulations  of  the  county  board  of  education ;  to  exercise  care  over 
school  property ;  to  use  kindly  means  of  enforcing  obedience.  The 
district  teacher  is  required  to  attend  township  institute  one  Satur- 
day in  each  month,  and  the  town  and  city  teacher  is  required  to 
attend  such  meetings  as  the  superintendent  shall  call.  The  teacher 
is  expected  to  make  his  schoolroom  as  cheerful  and  attractive  as 
possible.  He  is  required  to  do  professional  reading  and  to  take  at 
least  one  good  school  journal.  He  is  expected  to  take  part  in  the 
life  of  the  community.  He  is  required  by  law  to  make  reports  to 
superintendents,  trustees  and  truant  officers. 


11.     EXAMmATION  QUESTIONS. 

Following  will  be  found  sets  of  examination  questions  such  as 
are  used  for  different  grades  of  license : 

a.     QUESTIONS  FOR  COUNTY  AND  STATE  COMMON  SCHOOL 

LICENSE  AND  FOR  FIRST  DIVISION  OF  SIXTY 

MONTHS'  STATE  LICENSE. 


RULES  FOR  EXAMINATION. 

1.  These  questions  shall  be  used  on  the 
last  Saturday  of  the  month  only. 

2.  During  the  examination,  all  books, 
maps,  globes,  or  other  aids,  shall  be  re- 
moved from  sight. 

3.  The  writing  of  applicants  should  be 
done  in  every  case  with  pen  and  ink,  to 
prevent  erasures  and  changes. 

4.  All  conversation  or  communication 
should  be  absolutely  forbidden  during  the 
examination. 

5.  At  no  time  during  the  examination 
should  any  questions  be  shown,  except 
such  as  have  been  or  are  then  being  used. 

6.  The  printed  lists  should  be  divided, 
so  that  no  opportunity  or  temptation  may 
be  given  to  applicants  to  refer  to  authori- 
ties at  recess. 

7.  Applicants  should  not  be  permitted  to 
ask  questions.  If  they  have  any  doubts  as 
to  the  meaning  of  a  question,  let  these  be 
offered  in  writing,  so  that  the  superintend- 
ent may  consider  them  when  he  examines 
the  answers  to  the  question, 

8.  If  a  correction  is  necessary,  erasures 
should  not  be  made,  but  a  single   mark 


should  be  drawn  over  the  error,  that  the 
superintendent  may  see  the  error  as  well 
as  the  correction.  In  arithmetic,  the  entire 
work  should  appear  on  the  manuscript. 

9.  Each  subject  shall  be  graded  on  a 
scale  of  a  hundred,  each  question  being 
valued  at  an  equal  part  of  one  hundred,  ex- 
cept when  marked  otherwise. 

10.  These  rules  should  be  given  the  ap- 
plicants before  entering  upon  the  exami- 
nation. 

^S^The  board  suggests  that,  since  many 
questions  admit  of  a  variety  of  answers, 
credit  be  given  for  the  intelligence  shown 
in  the  answers,  rather  than  for  their  con- 
formity to  the  views  of  the  superintendent. 

Note  1.— Neither  the  state  board  of  edu- 
cation nor  any  member  of  the  board  pre- 
pares for  publication  in  any  periodical 
whatever,  answers  to  the  questions  asked 
by  this  state  board  of  education.  The  state 
board  is  not  in  any  way  responsible  for  any 
such  publication. 

Note  2.— For  the  information  of  appli- 
cants for  teachers'  license  the  following 
orders  of  the  state  board  of  October,  1885, 
are  here  printed  in  full  (p.  52  record) : 


96 


EDUCATION  IN  INDIANA. 


"  Ordered,  That  the  Reading  Circle  ex- 
aminations in  the  science  of  teaching  be 
accepted  by  county  superintendents  in 
place  of  the  county  examination  on  that 
subject,  and  that  the  average  of  their  four 
successive  yearly  examinations  in  the 
science  of  teaching  be  accepted  by  the  state 
board  in  the  examination  for  state  certifi- 
cates." 

*'  Ordered,  That  the  Reading  Circle  ex- 
aminations in  the  general  culture  book  be 
accepted  by  county  superintendents  in 
place  of  the  county  examination  in  litera- 
ture, and  that  the  average  of  their  four  suc- 
cessive yearly  examinations  in  the  general 
culture   books  be   accepted   by   the  state 


board  in  the  examination  for  state  certifl- 
cates."-May  14,  1896. 

WRITING  AND  SPELLING. 

The  penmanship  shown  in  the  manu- 
scripts of  the  entire  examination  will  be 
graded  on  a  scale  of  100,  with  reference  to 
legibility  (50),  regularity  of  form  (30),  and 
neatness  (20).  The  handwriting  of  each 
applicant  will  be  considered  in  itself,  rather 
than  with  reference  to  the  standard  models. 

The  orthography  of  the  entire  examina- 
tion will  be  graded  on  a  scale  of  100,  and  1 
will  be  deducted  for  each  word  incorrectly 
written. 


In  each  list  answer  any  six,  but  no  more. 


(1)    ARITHMETIC. 

What  must  be  taken  from  446182987  in 
order  that  the  remainder  may  be  ex- 
actly divisible  by  62593? 

The  product  of  three  numbers  is  8g.  If 
the  first  is  yr  and  the  second  3ig  what 
is  the  third? 

By  what  decimal  part  of  a  pint  does 
.008  of  a  quart  exceed  .0004  of  a  peck  ? 

How  many  yds.  of  Brussels  carpet 
must  you  buy  to  carpet  a  floor  21  ft. 
long  by  13  ft.  9  in.  wide,  allowing 
9  in.  on  each  strip  for  waste  in 
matching  the  figure? 

A  cylindrical  cistern  is  6  ft.  in  diameter 
and  8  ft.  deep.  How  many  gallons 
of  water  will  it  hold? 

The  valuation  of  property  in  a  certain 
city  is  $24,500,000.00.  How  much  tax 
must  be  levied  on  each  $100.00  to  pay 
the  interest  on  bonds  issued  to  the 
amount  of  $125,000.00  and  bearing 
3^%  interest? 

If  18  be  added  to  a  certain  number,  |  of 
I  of  the  sum  is  45.  What  is  the 
number?     Solve  by  algebra. 

l!  _  ^  =  20 

7  3    ""  21 


-^ 4-  =  ^    Find  value  of  x. 


(2)     HISTORY. 

Have  the  movements  in  our  national 
history  been  toward  a  federal  gov- 
ernment or  a  national  government? 

Name  five  men  who  were  prominent  in 
the  federalist  party. 

What  led  to  the  adoption  of  the  12th 
amendment? 

What  was  the  cause  of  the  split  in  the 
democratic  party  in  1860? 

Who  were  the  republican  candidates 
for  the  presidency  before  the  Chi- 
cago convention  in  1860? 

What  was  the  Kansas-Nebraska  act? 


What  contention  was  the  occasion  for 
the  Webster-Hayne  debate? 

Write  a  brief  biography  of  James  B. 
Eads. 

(3)    PHYSIOLOGY. 

What  do  you  understand  to  be  the 
meaning  of  the  term  '*  school  sani- 
tation?" 

Describe  the  red  corpuscles  of  the 
blood  and  give  their  function. 

Starting  at  the  right  auricle,  follow  a 
drop  of  blood  in  its  circulation 
through  the  larger  vessels  and  the 
heart  until  it  returns  to  the  right 
auricle. 

Why  does  a  physician  feel  a  patient's 
pulse? 

What  digestive  changes  are  effected  by 
the  gastric  juice? 

Explain  the  paths  of  sensory  and  motor 
impulses  that  figure  directly  in  the 
reflex  removal  of  the  finger  from 
the  hot  stove. 

What  is  the  real  source  of  danger  in 
remaining  in  a  poorly  ventilated 
room? 

What  physiological  effects  of  alcohol 
are  apparent  enough  to  any  observer 
to  serve  as  effective  warnings  by  a 
tactful  teacher? 

(4)    READING. 
The  splendor  falls  on  castle  walls 

And  snowy  summits  old  in  story; 
The  long  light  shakes  across  the  lakes. 
And  the  wild  cataract  leaps  in  glory. 
Blow,  bugle,  blow,  set  the  wild  echoes 

flying. 
Blow,  bugle;    answer,  echoes,  dying, 

dying,  dying. 
Who  is  the  author  of  the  above?  When 
and  where  did  he  live?    Name  eight 
poems  by  this  author,  underscoring 
those  you  have  read. 


EDUCATION  IN  INDIANA. 


97 


Give  the  first  assignment  you  would 

make    upon   this    poem   to    eighth 

grade  pupils. 
Give    the    picture   which    the    above 

stanza  suggests  to  you? 
What  is  meant  in  the  second  stanza  by: 

"  O  sweet  and  far  from  cliff  and  scar 
The  horns  of  Elfland  faintly  blow- 
ing!"? 
What  is  meant  in  the  third  stanza  by: 

"  Our  echoes  roll  from  soul  to  soul 
And  grow  forever  and  forever.*^? 
Suggest  some  example  by  which  the 

thought    in    this    poem    might   be 

brought  home  to  the  child. 
Would  you   select    stories  written  in 

dialect  for  the  primary  grades?  Give 

reasons. 
In  the  sentence,  "  Silverlocks  lay  down 

on  the  wee  bear's  bed  and  was  soon 

fast  asleep,"  how  would  you  teach 

the  words  Silverlocks  and  asleep/ 

(5)    GEOGRAPHY. 

What  waters  does  the  Erie  canal  con- 
nect? What  cities  are  at  its  extrem- 
ities? Of  what  commercial  advan- 
tage is  this  canal? 

Compare  September  and  December  in 
regard  to  time  of  sunrise  and  sun- 
set; length  of  sun's  rays.  Where 
are  the  sun's  rays  vertical  in  each  of 
these  months  ? 

What  two  countries  in  Europe  have  a 
government  similar  to  our  own  ?  In 
which  continent  is  there  a  total  ab- 
sence of  a  republican  government? 

Locate  Rio  Janeiro,  Hong  Kong,  the 
Indus  river.  Strait  of  Gibraltar. 

Give  four  important  uses  of  mountains. 

What  are  geysers ?  Llanos?  Steppes? 
Where  may  each  of  these  be  found  ? 

The  following  have  in  recent  years 
been  discussed  with  much  interest 
in  the  newspapers:  Cuba,  Hawaiian 
Islands,  Philippines,  Martiniqiie. 
Where  are  these  places  ? 

Modern  magazines  and  newspapers 
usually  contain  maps  showing  the 
location  of  regions  about  which 
there  is  considerable  interest.  What 
does  this  suggest  in  regard  to  meth- 
ods in  geography  teaching? 

(6)    ENGLISH  GRAMMAR. 

Take  as  a  sut)ject  "oranges"  for  de- 
scription, and  outline  your  method 
of  procedure  with  a  class  in  lower 
grammar  grade. 

Give  principal  parts  of  went,  lie  (to  re- 
cline), sit,  send,  bring. 


Give  a  sentence  containing  a  verbal 

noun. 
When  should  the   study  of  technical 

grammar   be    introduced?     Justify 

your  answer. 
Write  the  following  four  times,  giving 

only  a  different  position  each  time, 

and  state  exactly  what  each  sentence 

means': 

'*  Only  he  mourned  for  his  brother." 
Give  the  word  or  phrase  that  fits  the 

following  description: 

(a)  Personal  pronoun,  third,  singu- 
lar, masculine,  objective. 

(b)  Personal  pronoun,  first,  plural, 
objective. 

(c)  Verb  go,  subjunctive,  present 
perfect,  plural. 

(d)  Verb  use,   indicative,  present 
perfect,  progressive,  singular, 

(e)  Verb  read,  indicative,  present 
perfect,  passive,  singular. 

Illustrate  difference  between  attribute 
compliment,  and  objective  compli- 
ment. 

Mention  some  of  the  things  to  be  noted 
in  the  study  of  prepositions. 

(7)    SCIENCE  OF  EDUCATION. 

Discuss  the  purpose  and  use  of  the  art 
of  questioning. 

W^hat  application  will  you  make  of 
competition  ? 

Discuss  the  relative  value  of  gymnas- 
tics and  sports  in  education.  What 
can  you  do  to  promote  the  proper 
use  of  sports  ? 

Discuss  the  treatment  of  children  with 
defective  hearing. 

How  may  spelling  be  taught  in  connec- 
tion with  other  subjects?  Should 
there  be  special  spelling  lessons  ? 

What  must  be  the  character  of  school 
discipline  to  prepare  pupils  for 
American  citizenship  ? 

In  what  way  can  you  make  the  work  in 
nature  study  practical  ? 

What  kind  of  acquaintance  with  her 
pupils  should  a  teacher  cultivate  to 
make  it  of  service  in  school  work  ? 


Systematic   Methodology. 

Which  should  be  first  cultivated,  re- 
ceptive or  creative  imagination  ? 
W^hat  reasons  are  given  ? 

Define  notion  or  concept. 

The  author  gives  what  directions  for 
the  training  of  a  self-willed  child  ? 
What  do  you  think  of  his  sugges- 
tions ? 


7— Education. 


98 


EDUCATION  IN  INDIANA. 


4.  What  four  stages  are  considered  neces- 

sary in  all  right  method  of  acquir- 
ing: knowledge  ? 

5.  "A  question  is  the  teacher's    instru- 

ment for  making  a  child  think."  To 
what  extent  is  the  above  quotation 
true  ? 

6.  In  teaching  primary  reading,  is  the  unit 

of  thought  the  sound,  the  word  or 
the  sentence  ?  Give  reason  for 
your  answer. 

7.  What  is  the  distinction  between  the 

"objective"  and  the  "subjective" 
process  of  training  sense  percep- 
tion. 

8.  When  may  one  safely   venture  upon 

literary  criticism. 

(8)    LITERATURE. 

1.  Name  five  works  that  you  think  suita- 

ble for  eighth  year  work  in  litera- 
ture. Give  reasons  for  yovir  selec- 
tion. 

2.  What  characteristics  make  Robinson 

Crusoe  the  delightful  book  that  it  is  ? 

3.  Why  is  a  good  knowledge  of  the  myths 

of  Greece  and  Rome  a  necessity  to 
the  reader  of  English  literature  ? 

4.  What  did  Chaucer's  writings  do  for  the 

English  language  ? 

5.  Name  the  leading  characters  in  Shakes- 

peare's Julius  Caesar.  Which  in 
your  estimation  is  noblest  and  why  ? 

6.  "  O,  for  such  my  friend. 

We  hold  them  slight;  they  mind  us  of 

the  time, 
When  we  made  bricks  in, Egypt." 

To  what  does  the  author  allude  in 

the  last  line '? 

7.  What   is  an   Epic?    Name   the   three 

great  Epics  of  the  world. 

8.  Name  five  Americans  who  have  distin- 

guished themselves  as  writers  of 
history  and  give  the  title  of  at  least 
one  work  of  each. 

Dickens. 

1.  Why  did  "Joe"  show  such  astonish- 

ment w^lien  "  Guster  "  patted  him  on 
the  shoulder? 

2.  What  was  Dickens'  representations  as 

to  the  relative  advantages  of  city 
and  country  ?  ^ 

3.  Why  not  attempt  to  make  pupils  moral 

by  "precept"  ? 

4.  Why  does  Dickens  paint  his  best  char- 

acters as  lovers  of  nature  ? 

5.  What  valuable  hints  as  to  teaching  can 

we  get  from  his  "  American  Notes  ?  " 

6.  What  does  he  teach  as  to  the  education 

of  the  poor  and  outcast  ? 


7.  Which  is  the  most  suggestive  of  his 

books  as  to  methods  of  education  ? 

8.  What  was  the  purpose  of  his  story  of 

"  Caleb   Plummer    and    his    blind 
child"? 


(9)    MUSIC. 

1.  Draw  a  staff  and  place  on  it  the  G  clef. 

The  F  clef. 

2.  Of  what  use  is  the  staff  and  clef  ? 

3.  Place  on  the  staff  in  whole  notes,  key 

of  A  flat,  one,  three,  five,  sharp-four, 
five. 

4.  What  effect  has  a  dot  upon  the  value  of 

the  note  which  precedes  it  ? 

5.  Name  three  points  to  he  emphasized  in 

preparing  pupils  to  sing  a  new  song 
or  exercise. 

6.  Describe   the  position  you    would  re- 

quire   your    pupils     to    assume    in 
singing. 

7.  Name    a    prominent    orchestral    con- 

ductor. 

8.  Name  three  operas  and  their  compos- 

ers. 


(10)    IMPORTANT-GENERAL 
QUESTIONS. 

Note— These  questions  must  be  answered 
in  full  by  all  applicants  or  the  manuscript 
will  receive  no  attention. 

1.  Give  your  name  or  nximber.  Give  post- 

office.    Give  age  if  under  21. 

2.  What  other  than  the  common  schools 

has  been  your  educational  training? 

3.  What  professional  training  have  you 

received  ?     When  did  you  last  at- 
tend school. 

4.  What  works  on  Psychology  or  Peda- 

gogy have  you  studied  ? 

5.  Have  you  taught  school?    How  long? 

W^hat  grades  ? 

6.  In  what  county jlid  you  teach  last  year? 

What  was  your  grade  in  success  ? 

7.  What  grades  of  license  have  you  held  ? 

In  what  counties  ?    When  ? 

8.  Did  you  attend  County  Institute  last 

year  ?    Where  ?    How  many  days  ? 

9.  Name  the  educational  papers  or  period- 

icals that  you  take. 

10.  Do  you  read  other  educational  papers  ? 

Name  them. 

11.  Name  the  books  of  the  Teacher's  Read- 

ing Circle  that  you  have  read. 

12.  Have  you  given  or  received  aid  in  any 

way  during  this  examination.    If  so, 
explain  fully. 

13.  How   many   Township   Institutes  did 

you  attend  last  year  ?    Did  you  take 
an  active  part  in  all  ? 


I^JDUCATION  IN  INDIANA. 


99 


(b)     QUESTIONS  FOR  PRIMARY  LICENSE. 


LITERATURE. 

(Answer  six.  but  no  tnore.) 

How  did  the  Norman  Conquest  aflfect 
the  language  and  literature  of  Eng- 
land? 

Give  a  concise  account  of  some  char- 
acter in  one  of  Shakespeare's  trag- 
edies. 

Name  the  greatest  poet  and  the  great- 
est prose  writer  of  the  age  of  Queen 
Anne,  and  the  best  known  work  of 
each. 

Name  three  English  and  two  American 
essayists  of  the  nineteenth  century 
with  one  important  work  of  each. 

Mention  five  great  English  poets  of 
the  early  part  of  the  nineteenth 
century  and  an  important  work  of 
each. 

Briefly  Characterize  Longfellow  as  a 
man  and  a  poet.  Name  three  long 
and  three  short  poems  which  in 
your  opinion  will  be  most  enduring. 

Name  the  author  of  Silas  Marner,  The 
Princess,  Biglow  Papers,  Little 
Women,  The  Newcomes,  Rise  of  the 
Dutch  Republic,  Coriolanus,  The 
Faerie  Queene. 

Name  a  great  epic  and  a  great  elegy 
written  by  the  same  poet. 


What  are  the  sources  of  the  vocabulary 
of  the  pupil? 

ARITHMETIC. 

(Any  six,  but  no  more.) 

Outline  a  course  in  number  work,  suit- 
able for  the  first  four  years. 

What  is  th^  object  in  having  pupils 
picture  problems?  In  this  work 
what  principle  should  be  rigidly  en- 
forced? 

Illustrate  your  method  of  teaching  a 
pupil  to  *'  carry  the  tens." 

What  will  be  the  lowest  cost  of  carpet- 
ing a  room  20  feet  long  and  19  feet 
wide,  with  carpet  %  of  a  yard  wide, 
costing  65c  per  yard? 

A  case  of  200  oranges  cost  $4.  If  there 
was  a  10?^  loss-  in  shipping,  what 
would  be  the  gain  per  cent,  if  sold  at 
30c  per  dozen? 

How  many  six-inch  globes  can  be 
packed  in  a  box  that  is  2  feet  long, 
1}4  feet  wide  and  1  foot  deep  on  the 
inside? 

305.75x2.25.  Explain  fully  each  step  in 
your  solution. 

A  teacher  lives  K  mile  north  and  1  mile 
east  of  her  schoolhouse.  What  is 
the  nearest  distance  to  her  home? 


LANGUAGE. 

{Any  six,  but  no  more.) 

What  do  you  think  is  the  comparative 
value  of  oral  and  written  language 
work  in  primary  schools?  Give 
reasons  for  your  decision. 

Many  children  who  hear  correct  Eng- 
lish at  home  and  in  school  speak  as 
incorrectly  as  children  who  have 
not  had  these  advantages.  Account 
for  this. 

Is  it  worth  while  for  children  to  put  a 
list  of  disconnected  words  into  sen- 
tences?   Why? 

Write  ten  rules  for  the  rase  of  capital 
letters. 

Write  a  brief  plan  showing  how  you 
would  develop  the  idea  of  the  com- 
mand (imperative  sentence). 
^What  kinds  of  exercises  do  you  find 
most  interesting  to  primary  chil- 
dren? Account  for  the  greater  in- 
terest shown  in  these. 

What  should  be  the  characteristics  of 
the  teacher's  spoken  language? 


READING. 

{Any  six,  but  no  more.) 

Name  a  primer  or  first  reader  with 
which  you  are  very  familiar.  What 
are  its  good  points?  What  are  its 
poor  points? 

In  teaching  a  literary  selection  such  as 
The  Village  Blacksmith,  would  you 
put  more  time  and  effort  on  the 
study  of  the  poem  or  on  the  study 

,     of  the  author?    Why? 

Do  you  consider  books  of  a  literary 
character  or  books  containing  in- 
formation better  for  supplementary 
reading?    Why? 

Many  children  in  reading  will  accept  a 
word  given  them  by  the  teacher 
when  they  hesitate  on  a  word,  even 
if,  to  test  them.,  she  has  offered  a 
word  that  makes  nonsense  of  the 
passage.  Account  for  this  in  all 
ways  that  you  can. 

Do  you  find  your  children  more  inter- 
ested in  the  prose  or  in  the  poetry 
in  the  Indiana  Readers?  Why  is 
this  so? 


100 


EDUCATION  IN  INDIANA. 


Natoe  some  authors  who  have  written 
good  stories  for  children.  What 
points  in  their  work  do  you  like  es- 
pecially ?  Name  some  of  their  sto- 
ries. 

What  means  do  you  use  to  render  the 
children  independent  in  making  oiit 
words?    Be  explicit. 

It  is  a  common  custom  to  have  the 
class  follow  the  child  who  is  read- 
ing and  give  criticisms.  Do  you 
approve  of  this?    Why? 

HISTORY. 

{Answer  six.  hut  no  more.) 

What  use  may  the  teacher  of  young 
children  make  of  biographies  of 
great  men? 

How  may  the  early  history  of  Indiana 
be  profitably  taught  in  the  reading 
period? 

What  use  should  be  made  in  elemen- 
tary schools  of  the  history  of  other 
countries  than  our  own? 

What  were  the  two  typical  English 
settlements?  Compare  them  as  to 
(a)  purpose,  (b)  character  of  colon- 
ists, (c)  government. 

What  was  the  great  need  for  a  consti- 
tution of  the  United  States?  What 
statesman  was  largely  instrumental 
in  getting  the  states  to  ratify  it? 

What  circumstances  led  Jefferson  to 
purchase  Louisiana?  What  were  its 
boundaries?  Where  and  how  is  this 
event  to  be  celebrated  in  1904? 

Where  is  the  National  Road?  What 
effect  had  the  building  of  this  road 
upon  the  country? 

Explain  why  the  North  opposed  the 
extension  of  slavery  and  why  the 
South  demanded  it. 


PRIMARY  PHYSIOLOGY. 

{Any  six,  but  no  more.) 

Give  four  reasons  why  physiology 
should  be  taught  in  the  primary 
schools. 

How  many  teeth  should  a  six-year-old 
pupil  have? 

Name  two  diseases  of  the  eye  and  give 
remedy  for  each. 

Give  a  simple  and  sufficient  dietary  for 
one  day.  Show  why  the  foods 
chosen  are  wise. 

Give  the  composition  of  air. 

What  is  the  effect  of  school  surround- 
ings upon  the  taste  and  morals  of 
the  pupils? 


What  are  the  readiest  and  surest  tests 
for  vitiated  air  in  a  room?  How 
many  cubic  feet  of  space  should  be 
calculated  for  each  pupil? 

Name  the  organs  of  digestion  in  their 
physiological  order. 

In  what  way  would  you  teach  the  sub- 
ject of  scientific  temperance  to  pri- 
mary pupils? 

GEOGRAPHY. 

{Any  six,  but  no  more.) 

Draw  an  outline  map  of  your  county, 
locating  townships  and  towns. 

Compare  and  contrast  temperate  and 
torrid  zones.    Give  width  of  each. 

Wliat  is  included  in  the  term  "  cli- 
mate "  ?  Upon  what  physical  condi- 
tions does  the  climate  of  a  place  de- 
pend? 

When  woiild  you  begin  to  teach  formal 
definitions  of  the  physical  forms  of 
the  earth? 

Describe  Cuba,  giving  location,  size, 
svxrface,  climate,  products,  govern- 
ment and  name  its  chief  executive. 

What  geography  would  you  teach  to 
first  year  pupils? 

Name  in  order  the  natural  divisions  of 
land  and  water  crossed  by  the 
equator. 

What  is  irrigation?  What  portions  of 
the  United  States  are  benefited  by  it? 


SCIENCE  OF  EDUCATION. 

{Any  six,  but  no  more.) 

What  sort  of  myths  and  stories  would 
you  select  for  children  for  the  first 
two  or  three  grades  and  how  can 
you  make  them  of  real  educational 
value? 

How  can  you  train  children  in  nature 
work  so  that  they  will  learn  to  exer- 
cise "  dominion  over  nature  "  ? 

How  should  you  proceed  in  teaching 
reading  to  beginners? 

What  else  should  a  teacher,  especially 
in  the  lower  grades,  do  for  her  pu- 
pils besides  "  putting  them  to  their 
books" ? 

W^hat  is  the  legal  limit  of  the  control 
of  the  teacher  over  pupils  in  and 
out  of  school? 

To  what  extremes  may  a  teacher  legally 
proceed  to  maintain  order  in  school? 

What  do  you  regard  as  the  best  atti- 
tude of  the  teacher  toward  the  pu- 
pils? 

What  can  be  done  to  arouse  and  de- 
velop dull  pupils? 


EDUCA  TION  INLI^DIANAj  l^  pA  I A  1  Ot 


(c)     QUESTIONS  FOR  HIGH  SCHOOL  LICENSE. 

Note.— The  requirements  for  a  sixty-months'  license  are  as  follows:  The  first  divi- 
sion, an  average  of  95  per  cent.,  not  falling  below  85  per  cent,  in  the  "Common 
Branches;  "  the  second  division,  an  average  of  75  per  cent.,  not  falling  below  60  per 
cent,  in  any  of  the  five  branches,  as  follows: 

Group  1.    Literature  and  Composition  (required  of  all  applicants). 

Group  2.    Algebra  or  Geometry  (one  required). 

Group  3.    Botany,  Zoology,  Chemistry,  Physics,  or  Physical  Geography  (one  required). 

Group  4.    History  and  Civics,  Latin  or  German  (one  required). 

Group  5.  One  subject  from  "  2,"  "3"  or  "  4  "  not  already  taken.  Five  subjects  are  re- 
quired in  this  division. 


LATIN. 

(Answer  any  six,  including  one  and  two.) 

1.  Translate  into  idiomatic  English: 

Mittit  primo  Brutum  adules- 
centem  cum  cohortibus  Caesar, 
post  cum  aliis  C.  Fabium  legatum; 
postremo  ipse,  cum  vehementius 
pugnaretur,  integros  subsidio  ad- 
ducit.  Restituto  proelio  ac  repul- 
sis  hostibus,  eo  quo  Labienum  mis- 
erat  contendit;  cohortes  quattuor 
ex  proximo  castello  deducit,  equi- 
tum  partem  sequi,  partem  circu- 
mire  exteriores  munitiones  et  ab 
tergo  hostes  adoriri  jubet.  Labi- 
enus,  postquam  neque  aggeres 
neque  fossae  vim  hostium  sustinere 
poterant,  coactis  una  quadraginta 
cohortibus,  quas  ex  proximis  prae- 
sidiis  deductas,  fors  obtulit,  Cae- 
sarem  per  nuntios  facit  certiorem 
quid  faciendum  existimet.  Ac- 
celerat  Caesar,  ut  proelio  intersit. 

2.  Write  in  Latin,  marking  long  vowels: 

(a)  Cicero  begged  Catiline  to  go 
forth  from  the  city,  saying  that  he 
would  be  freed  from  fear  provided 
only  a  wall  should  be  between 
them. 

(&)  I  do  not  doubt  that  Catiline 
departed  gladly. 

3.  What  justification   had  Cicero  for  or- 

dering the  death  of  Roman  citizens 
without  a  formal  trial? 

4.  What  nouns  and  adjectives  of  3d  de- 

clension are  i—s^em/  Which  of  the 
above  have  i  as  ending  of  ablative 
singular?  Which  i  and  e?   Which  e? 

5.  Translate  into  idiomatic  English: 

Hoc  autem  uno  interfecto  intel- 
lego  banc  rei  publicae  pestem  pau- 
lisper  reprimi,  non  in  perpetuum 
comprimi  posse.  Quodsi  se  eiecerit 
secumque  suos  eduxerit  et  eodem 
ceteros  undique  collectos  nauf ragos 
adgregarit,  extinguetur  atque  dele- 


bitur  non  modo  haec  tam  adulta  rei 
publicae  pestis,  verum  etiam  stirps 
ac  semen  malorum  omnium. 
Explain  mode  of  eiecerit.  What  is  the 
difference  in  meaning  between 
reprimi  and  comprimi?  What  is 
the  deriviation  of  naufragos? 
Translate  and  scan: 

Ecce    autem    complexa    pedes    in 

limine  coniunx 
Haerebat,    parvum    que    patri    ten- 

debat  lulum: 
Si   periturus   abis,  et  nos  rape    in 

omnia  tecum; 
Sin  aliquam  expertus  sumptis  spem 

ponis  in  armis, 
Hane  primum  tvitare  donum.    Cui 

parvus  lulus, 
Cui  pater  et  coniunx  quondam  tua 

dicta  relinquor? 
What  would  you  hold  forth   to    your 
puplis  as  the  practical  benefits  to  be 
derived  from  Latin  study? 


GERMAN. 

{Answer  any  eignt.) 

Translate :  Doch  ist's  so  schrJn,  an  den 
Friihling  des  Lebens  zuriickzuden- 
ken,  in  sein  Inneres  zurlickzus- 
chauen— sich  zu  erinnern.  Ja,  auch 
im  schwUlen  Sommer,  im  trUben 
Herbst  und  im  kalten  Winter  des 
Lebens  gibt's  hier  und  da  einen 
Friihlingstag,  und  das  Herz  sagt: 
"Mir  ist's  wie  Friihling  zu  Muthe." 
Ein  solcher  Tag  ist's  heute. 

Deutsche  Liebe.— Max  Miiller. 

Compare  the  four  attributive  adjec- 
tives in  the  above  selection. 

Give  the  three  principal  parts  of  each 
verb  in  the  quotation  above. 

Write  a  sentence  containing  prepo- 
sitional phrase  "um— willen;  "  one 
containing  preposition  "  oberhalb." 


102 


.^^s!^ 


l$M^CMJO'N  IN  INDIANA. 


10. 


Write  a  sentence  containing  some  form 
of  the  verb  "helfen"  with  an  ob- 
ject; one  containing  some  form  of 
the  verb  "rauben"  with  two  ob- 
jects, one  of  the  person,  the  other 
of  the  thing. 

Translate:  Ich  mag  das  nicht  thun. 
Ich  mochte  es  gern  sehen.  Moch- 
ten  Sie  lieber  das  Andere  haben? 

Translate:  He  said  he  had  done  it.. 
Why  cannot  "hatte"  be  used  as  an 
auxiliary? 

Translate : 

Aber  es  sassen  die  drei  noch  immer 
sprechend  zusammen, 

Mit  dem  geistlichen  Herrn  der  Apothe- 
ker  beim  Wirte; 

Und  es  war  das  Gesprach  noch  immer 
ebendasselbe. 

Das  viel  bin  und  her  nach  alien  Seiten 
gef  Uhrt  ward, 

Aber  der  treflfliche  Pfarrer  sagte,  w^lir- 
dig  gessinnt,  drauf : 

' Widersprechen  will  ich  euch  nicht,  Ich 
weiss  es,  der  Mensch  soil 

Immer  streben  zum  Bessern;  und,  wie 
wir  sehen,  er  strebt  audi 

Immer  dem  Hoheren  nach,  zum  wenig- 
sten  sucht  er  das  Neue. 

Translate  into  German:  Bait  van  Tas- 
sel was  an  easy  soul;  he  loved  his 
daughter  better  even  than  his  pipe, 
and  like  a  reasonable  man  and  an 
excellent  father,  let  her  have  her 
way  in  everything.  His  notable 
little  wife,  too,  had  enough  to  do  to 
attend  to  her  housekeeping.— [The 
Legend  of  Sleepy  Hollow.— Irving. 

Name  two  histories  by  Schiller,  and 
two  historical  jiovels  by  the  same 
author. 

CHEMISTRY. 

Define  oxidation,  reduction,  oxide, 
atom,  molecule. 

State  the  law  of  definite  proportions 
and  illustrate  by  an  example  the 
meaning  of  the  law. 

Mention  some  important  work  of  two 
of  the  following  men:  Priestly, 
Scheele,  Lavoisier,  Mendelejeflf. 

Is  pure  water  a  mixture  or  a  chemical 
compound?  Give  reasons  for  your 
answer. 

How  w^ould  you  determine  the  propor- 
tions by  weight  of  oxygen  andiron 
in  iron  oxide?    Give  details. 

State  the  properties,  physical  and 
chemical,  of  chlorine  and  of  hydro- 
gen chloride. 

Describe  an  experiment  to  show  that 
ammonia  gas  contains  hydrogen. 


Give  a  clear  statement  of  the  method 
used  and  the  chemistry  involved  in 
making  sulphuric  acid. 

How  is  artificial  illuminating  gas  made? 
What  is  the  chief  by-product  pro- 
duced in  making  it?  What  proper- 
ties has  the  gas? 

What  weight  of  oxygen  can  be  pro- 
duced by  heating  245  grams  of 
potassium  chlorate  (KCIO3? 

ZOOLOGY. 

Define  morphology,  physiology,  ecol- 
ogy. 

State  the  general  rule  governii^g  the 
number  of  young. 

Give  the  life  history  of  the  honey  bee. 

Name  three  forms  of  adaptation. 

What  is  the  basis  of  colonial  or  com- 
munal life?  ~- 

What  is  the  purpose  of  warning  colors 
and  terrifying  appearances  of  some 
animals? 

Define  mind  in  the  biological  sense. 

Account  for  the  large  number  of  spe- 
cies. 

What  is  the  purpose  of  sex? 

Explain  the  reproduction  of  the  cray- 
fish. 

BOTANY.  ^ 

What  is  the  effect  of  strong,  dry  winds 
upon  vegetation? 

What  is  a  fungus?  To  what  plant  king- 
dom does  it  belong?    Example. 

Why  are  annual  plants  destitute  of 
scale  leaves? 

Define  cell;  tissue.  Name  the  princi- 
pal plant  tissues. 

In  what  ways  are  leguminous  plants 
helped  by  bacteria  on  their  roots? 

Mention  the  common  characters  of 
foliage  leaves. 

What  is  the  primary  meristem?  Where 
found? 

Characterize  gymnosperms.  Give  an 
example. 

What  is  meant  by  photosyntax  or  car- 
bon fixation?  In  what  part  of  the 
plant  does  it  take  place?  Under 
what  conditions? 

W^hat  is  the  botanical  meaning  of  the 
term  fruits  What  floral  parts  enter 
into  the  formation  of  an  apple? 


LITERATURE  AND  COMPOSITION. 

"  Roll  on,  thou  deep  and  dark  blue  ocean, 

roll! 
Ten  thousand    fleets  sweep  over  thee   in 

vain; 


EDUCATION  IN  INDIANA. 


103 


Man  marks  the  earth  with  ruin— his  con- 
trol 

Stops  with  the  shore;— tipon  the  watery 
plain 

The  wrecks  are  all  thy  deed,  nor  doth  re- 
main 

A  shadow  of  man's  ravage,  save  his  own, 

When  for  a  moment,  like  a  drop  of  rain. 

He  sinks  into  the  depths  with  bubbling 
groan. 

Without  a  grave,  unknelled,  uncoffined, 
and  unknown."  —Byron. 

1.  Sketch  the  life  of  the  author  of  the 

above. 

2.  Name   the  literary   composition   that 

first  brought  him  into  prominence. 

3.  Discuss  the  influence  of  his  writings. 

4.  Quote  him. 

5.  Explain    the    illusions    in  the    stanza 

given  above. 

6.  State  some  of  the  weaknesses  of  the 

modern  novel. 

7.  Outline    a    lesson    in   composition    in 

which  you  wish  to  teach 

(a)  paraphrasing. 

(b)  vivid  description. 

(c)  style. 

8.  State  a  plan  for  correcting  the  written 

work  of  a  class  of  thirty  or  more 
stvidents. 
9  and  10.  State  some  of  the  ordinary  ob- 
stacles encountered  in  the  teaching 
of  this  subject,  and  suggest  reme- 
dies for  the  same. 


PHYSICS. 

{Answer  any  eight,  but  no  more.) 

1.  A  liter  of  air  at  0°C  and  76  cm.  pres- 

sure weighs  1.296  gm.  What  is  the 
weight  of  100  cu.  cm.  of  air  at  0°C 
and  at  a  pressure  of  740  mm.? 

2.  Define  dyne,  erg. 

3.  Calculate  the  temperature  of  absolute 

zero  expressed  on  the  Fahrenheit 
and  Centigrade  scales. 

4.  What  are  beats  and  how  are  they  pro- 

duced? 

5.  Give  Huyghen's  construction  to  show 

that  the  angle  of  incidence  is  equal 
to  the  angle  of  reflection. 

6.  Two    equal   magnetic  poles  placed  10 

cm.  apart  are  found  to  repel  each 
other  with  a  force  of  3,600  dynes. 
What  is  the  strength  of  each  pole? 

7.  Give  two  reasons  why  copper  wire  is 

not  used  in  resistance  boxes. 

8.  What  is  the  difference  between  static 

electricity  and  current  electricity? 

9.  What  causes  a  battery  to  polarize? 

10.    Give  a  diagram  of  and  explain  fully 
the  modern  telephone  transmitter. 


PHYSICAL  GEOGRAPHY. 

{Ansiver  any  eight,  not  omitting  ninth  and 
tenth.) 

1.  By  what  processes  is  the  surface  of 

the  earth  broken  up  and  smoothed 
down? 

2.  Explain  why  so  many  rivers  of   the 

Appalachian  region  have  their 
courses  across  the  mountain  ridges. 
What  is  a  superimposed  river? 

3.  What  land  forms  in  Northern  Indiana 

are  due  to  glaciation? 

4.  Explain   the  formation  of   the  Great 

Lakes  of  North  America. 

5.  To  what  causes  are  plains  due?    Give 

examples  of  plains  due  to  the  dif- 
ferent causes  mentioned. 

6.  Why  have  Europe  and  North  America 

so  many  gulfs,  bays  and  islands  on 
their  coasts  and  South  America  and 
Africa  so  few? 

7.  What  effect  does  the  Gulf  of  Mexico 

have  on  the  rainfall  of  the  United 
States? 

8.  Why    do    isotherms    not    correspond 

with  parallels  of  latitude? 

9.  Give  outline   for  lessons  in  field  and 

laboratory    work    in    physical    ge- 
ography. 
10.    What  is  the  relation  of  physical  ge- 
ography to  political  or  commercial 
geography? 

GENERAL  HISTORY  AND  CIVICS. 

{Answer  any  eight.) 

1.    Describe  concisely  the  caste  system  of 
Ancient  Egypt. 
■  2.    Marathon— What?    When?    Why? 

3.  When  and  by  what  battle  did  Philip 

of  Macedon  become  master  of 
Greece? 

4.  What  were  the  reforms  favored  by  the 

Gracchi? 

5.  Give    a   brief   account  of  the  Feudal 

System. 

6.  What  was  the  Magna  Chartaf    When, 

from  whom,  and  how  was  it  ob- 
tained? 

7.  Who  was    Richelieu?    Walpole?    Wil- 

liam Piatt?    Mazarine? 

8.  What  were   the   three  great  compro- 

mises of  the  constitutional  conven- 
tion of  1787? 

9.  Of  what  is  the  congress  of  the  United 

States  composed?  State  qualifica- 
tions of  membership,  length  of 
terms,  privileges  of  members. 
10.  Of  what  is  the  general  assembly  of 
Indiana  composed?  State  qualifica- 
tions of  membership,  terms,  privi- 
leges of  members. 


104 


EDUCATION  IN  INDIANA. 


ALGEBRA. 

Mixltiplya^+3a''b+6  ''bya  --2a^b  +  b=. 

Explain  fully  the  meaning  of  negative 
integral  exponents. 

Of  what  numbers  are  high  powers 
larger  than  the  low  powers? 
Smaller?    The  same? 

Faotor  — (2x  +  3)  ^— (x-3) '. 

Give  true  axioms  used  in  solving  equa- 
tions. 

If  3  cows  and  8  horses  cost  £245,  and  5 
cows  and  7  horses  cost  £250,  how 
much  do  2  cow^s  and  3  horses  cost? 

Solve  the  equation 

s[x-i{x-j(x-5^)}]=58. 

If  the  numerator  of  a  certain  fraction 
be  doubled  and  its  denominator  in- 
creased by  7,  it  becomes  3^;  if  the 
denominator  be  doubled  and  its 
numerator  increased  by  7,  it  be- 
comes unity.    Find  the  fraction. 

Express  as  a  single  fraction  in  its 
lowest  terms: 


x'^— x-6  _  x*-l-x-6 


X 


x=^-l 


10. 


x'-3x  +  2      xM  x-2      x^  +  6x-9' 
-^  +  ^  +  i = 0.    Find  both  value  of  x. 

X-ro        X — 4 


GEOMETRY. 

(Anstver  any  eight,  but  no  more.) 

1.  What  is  meant  by  dividing  a  line  in  ex- 

treme and  mean  ratio? 

2.  Define  (o)  segment  of  a  circle,  (ft)  chord, 

(c)  secant,  ((J)  tangent. 

3.  Any  tw^o  altitudes  of  a  triangle  are  in- 

versely proportional  to  the  corre- 
sponding bases.    Prove. 

4.  If  two  chords  of  a  circle  are  equal  they 

are  equally  distant  from  the  center. 
Prove. 

5.  Find  a  mean  proportional  ))etween  two 

given  straight  lines,  proving  the 
method. 

6.  Prove  that  the  area  of  a  regular  poly- 

gon equals  half  the  product  of  the 
apothem  and  the  perimeter. 

7.  Show  how  the  circumference  of  a  circle 

may  be  divided  into  six  equal  arcs. 

8.  Prove  that  one  of  the  angles  formed  by 

the  bisectors  of  the  base  angles  of 
an  isoceles  triangle  is  equal  to  one 
of  the  exterior  base  angles. 

9.  What  is  a  plane?     What  determines 

the  position  of  a  plane? 
10.    The  sum  of  any  two  face  angles  of  a 
trihedral  angle  is  greater  than  the 
third  face  angle.    Prove. 


d.     QUESTIONS  FOR  PROFESSIONAL  LICENSE. 


Note.— The  following  resolution  was  adopted  by  the  state  board  of  education,  Octo- 
ber 31,  1887: 

Resolved,  That  the  examination  for  professional  license  include  the  following 
branches:  Algebra,  Civil  Government,  American  Literature,  Science  of  Education,  and 
two  of  the  following  three  subjects— Elements  of  Physics,  Elements  of  Botany  or  Latin 
(Latin  grammar,  two  books  of  Caesar,  and  two  of  Virgil) ;  and 

Further  resolved.  That  the  examination  for  state  license  shall  include,  in  addition 
to  those  of  professional  license.  Geometry,  Rhetoric,  General  History,  English  Litera- 
ture, Physical  Geography,  and  two  of  the  following  three  subjects— Chemistry,  Geology, 
Zoology. 

SPECIAL  NOTICE  TO  APPLICANTS. 

In  view  of  the  fact  that  the  manuscripts  of  applicants  for  both  life  state  and  profes- 
sional licenses  are  sent  to  the  several  members  of  the  state  board  of  education  for  grada- 
tion, it  is  essential  that  applicants  for  such  licenses  observe  the  following  rules: 

1.  Write  on  one  side  of  the  paper  only,  using  legal  cap. 

2.  See  that  the  answers  to  the  questions  in  each  branch  are  entirely  separate  from 
those  of  any  other  branch,  and  securely  fastened  together. 

3.  Write  hill  name  and  postoffice  adUress  upon  each  set  of  answers. 

4.  Furnish  your  county  superintendent  f02?*>s  of  recommendations, ni>  they  dire  tohe 
filed  for  future  reference,  and  can  not  be  returned. 

5.  The  expense  of  sending  manuscripts  should  be  furnished  the  county  superintend- 
ent by  the  applicant. 


EDUCATION  IN  INDIANA. 


105 


RULES. 

1.  Each  applicant  for  a  state  certificate 
shall,  at  the  opening  of  the  examination, 
pay  to  the  county  superintendent  the  sum 
of  five  dollars,  the  fee  prescribed  by  law, 
which  can  in  no  case  be  refunded.  Appli- 
cants for  a  "professional"  license  are  not 
required  to  pay  a  fee. 

2.  Applicants  shall  provide  themselves 
with  legal  cap  paper  and  pens  and  ink,  and 
shall  write  all  their  work  in  ink. 

3.  Each  applicant  will  be  furnished  with 
a  printed  list  of  questions  in  each  subject 
at  the  hour  designated.  He  shall  number 
his  answers  to  correspond  with  the  ques- 
tions, biut  need  not  copy  the  latter.  The 
pages  upon  each  subject  should  be  fastened 
together,  and  across  the  top  of  the  first  page 
should  be  written  at  the  left  the  subject,  in 
the  middle  the  applicant's  name,  at  the 
right  the  county.  Manuscripts  must  not  be 
folded  or  rolled. 

4.  No  books  shall  be  consulted  nor  com- 
munication permitted  during  the  examina- 
tion. No  one  shall  be  permitted  to  make 
inquiries  respecting  the  import  of  any 
question.  If  any  one  shall  be  in  doubt  as 
to  the  meaning  of  a  question  he  shall  ex- 
press his  doubt  in  writing,  and  this  state- 
ment shall  be  submitted  to  the  board  with 
his  examination  papers. 

5.  If  corrections  are  necessary  they  shall 
be  made  by  drawing  a  single  line  over  the 
amended  error,  that  the  error  as  well  as  the 
correction  may  be  seen.  No  slate  or  trial 
papers  shall  be  used,  but  all  the  writing 
shall  be  upon  the  sheets  of  the  examination 
papers. 

6.  Any  violation  of  these  riiles  shall  be 
reported  by  the  superintendent  to  the  state 
board. 

7.  The  county  superintendent  will  col- 
lect and  carefully  count  the  manuscripts  to 
see  that  none  are  missing,  and  will  send 
them  immediately  to  the  state  superin- 
tendent, by  mail  or  express,  at  the  expense 
of  the  applicants. 


GENERAL  STATEMENT. 

{On  separate  sheet.) 

1.  Forwhat  grade  of  license  do  you  apply  ? 

2.  If  applying  for  a  professional  or  life 
state  license,  state  the  dates  and  general 
averages  of  your  two  36-months'  licenses. 

3.  How  many  months  have  you  taught, 
and  how  many  of  these  have  been  in  In- 
diana i 

i.  Make  this  or  an  equivalent  declara- 
tion: I  solemnly  declare  that  in  the  March 
division  of  the  examination    I    have    not 


given  or  received  aid  in  any  manner  what- 
ever, and  will  neither  giA-e  nor  receive  aid 
in  the  remaining  division  thereof. 

[Sign  with  full  name  (not  initials),  and 
add  postoffice  address  and  date.] 

ALGEBRA. 

1.  Would  you  introduce  the  subject  of 

algebra  before  entering  the  high 
school?  Give  reasons  for  your  an- 
swer, 

2.  If   the   product  of   three  consecutive 

numbers  be  divided  by  each  of  them 
in  turn,  the  sum  of  the  three  quo- 
tients is  74,  What  are  the  numbers? 
1  0 

3.  Demonstrate  that  a°  =  1.,  —  =  c».,  —  is 

0  0 


indeterminate,  that  a 


a" 


4.  Find  the  nearest  approximate  fourth 

root  of  17,  to  five  decimal  places. 

5.  If  the  product  of  two  numbers  be  added 

to  their  difference  the  result  is  26, 
and  the  sum  of  their  squares  ex- 
ceeds their  difference  by  50.  Find 
the  numbers. 

6.  At  what  time  between  10  and  11  o'clock 

is  the  minute-hand  of  a  watch  25 
minutes  in  advance  of  the  hour- 
hand? 

7.  Solve  the  following: 

1         1         1 


X 

y 

z 

1 

1 

1 

y 

z 

X 

1 

1 

1 

z         X         y 

8.  By  using  the  following,  develop  the 

law  of  signs,  exponents,  and  coeffi- 
cients, of  the  binomial  theorem 
(2a2-3b=')^ 

9.  Factor 

(a)  a=»  -I-  8b\ 

(b)  Gx^  +  5x  -  4. 

(c)  X*  -I-  x^y^  +  9*. 

(d)  x^'  -  5x2  _  2x  -I-  10. 

(e)  a^  -  b^  -  c^  -F  2bc  -f  a  +  b  -t-  c. 
10.    Solve  the  equation  given  below  and 

tlius  determine  a  formula  for  the 
solution  of  all  quadratics: 
ax^  -f  bx  -I-  c  =  o. 

CIVIL  GOVERNMENT. 

(Any  eight,  hut  no  more.) 

1.  Give  in  detail  the  processes  involved 
in  making  a  treaty  with  a  foreign 
country. 


106 


EDUCATION  IN  INDIANA. 


2,  What  important  advantage  was  gained 
for  the  United  States  in  the  late 
Hay-Pauncefote  treaty? 

J.  What  is  the  title  of  our  highest  diplo- 
matic representatives  in  foreign 
countries?  Name  the  foreign  na- 
tions to  which  we  accredit  such 
representatives.  Name  two  or  more 
of  these  representatives  noM'  in  the 
service. 

I.  Describe  fully  how  a  bill  becomes  a 
law,  giving  all  the  processes  of  its 
enactment. 

).  When  does  a  man  elected  to  congress 
in  November,  1902,  become  a  mem- 
ber? Unless  extra  sessions  are 
held,  when  will  the  member  first 
meet  with  congress? 

).  Enumerate  six  sole  poM^ers  of  the 
president. 

'.  Write  one  page  on  the  subject:  The 
Powers  and  Duties  of  the  Governor 
of  Indiana. 

S.  Write  fully  on  the  jurisdiction  of  the 
United  States  supreme  court. 

I.  Enumerate  some  acts  of  congress 
which  were  made  possible  only  upon 
the  basis  of  "implied  powers." 

I.  How  are  congressional  vacancies  filled 
—in  lower  house?    In  senate? 

AMERICAN  LITERATURE. 

(Any  eight,  hut  no  more.) 

.  Give  a  sketch  of  the  life  and  w^ork  of 
the  leading  literary  character  of 
the  revolutionary  period. 

.    Discuss  Washington  Irving  as  to 

(a)  Rank  as  an  author. 

(b)  His  important  writings. 

(c)  The  merits  of  one  of  his  works. 
.    Criticise  one  of  Emerson's  essays. 

.  Quote  from  the  Vision  of  Sir  Launfal, 
and  indicate  the  author's  rank  com- 
pared with  contemporary  writers. 

.    Compare  Holmes  with  Whittier  as  to 

(a)  Literary  style. 

(b)  Influence, 

"The  groves  were  God's  first  temples. 

Ere  man  learned 
To  hew  the  shaft  and  lay  the  architrave. 
And  spread  the  roof  above  them— ere 

he  framed 
The  lofty  vault,  to  gather  and  roll  back 
The  sound  of  anthems;   in  the  darkling 

wood. 
Amid  the  cool  and    silence,  he   knelt 

down 
And  offered  to  the  Mightiest  solemn 

thanks 
And  supplication." 
.    (a)  Name  the  author  and  give  names 

of  contemporary  writers. 


10. 


(b)  For  what  was  the  author  of  these 
lines  particularly  noted? 

Who  is  your  favorite  American  poet? 
Quote  him. 

Who  is  your  favorite  American  novel- 
ist? Name  his  important  works, 
and  give  a  brief  sketch  of  one. 

Discuss  the  historical  novel  as  to  (a) 
purpose,  (b)  influence,  (c)  literary 
merit. 

BOTANY. 

What  are  the  physical  factors  chiefly 
determining  plant  distribution? 
Which  of  these  is  the  most  import- 
ant?   Give  reasons. 

Name  the  great  groups  into  which  the 
plant  kingdom  is  divided.  Give  an 
example  of  a  plant  ■  form  belonging 
to  each  of  these  groups. 

What  characteristics  (anatomical)  do 
plants  growing  in  water  or  in  soils 
rich  in  water  show?  Give  reasons 
for  these  structural  features. 

Explain  in  detail  the  various  protective 
devices  of  plants  growing  in  desert 
regions.  What  would  be  the  proba- 
ble effect  of  irrigation  upon  the 
plant  life  of  a  desert  region. 

Define  plant  transpiration  and  explain 
its  necessity.  Through  what  parts 
of  a  plant  does  transpiration  take 
place  ? 

How  do  plants  breathe  ?  Show  that 
plant  breathing  is  strictly  com- 
parable to  the  breathing  of  animals. 
W^hat  is  carbon  fixation  or  photo- 
syntax  ? 

Define  the  term  roof  as  applied  to  higher 
plants.    Give  the  functions  of  roots. 

In  what  ways  may  plants  reproduce 
their  kind  ?  Give  an  example  of 
each  method. 

Explain  plant  migrations.  Explain 
occurrence  of  arctic  plants  on  moun- 
tain tops  in  temperate  regions. 

Give  the  life  history  of  any  plant  you 
may  select, 

LATIN. 

(Answer  any  eight.) 

Translate:  Caesar  paucos  die  in  eorum 
finibus  moratns,OYnnih\is  vicis  aedi- 
ficisque  incenses  fatisque  succisis 
se  in  fines  Uniorum  recepit,  atque 
his  auxilium  suum  pollicitus,  si  ab 
Suebis  premerentur,  per  explora- 
tores  pontem  fieri  comperissent 
more  suo  concilio  habito  nuntios  in 
omnes  partes  dimisisse,  tit  de  oppi- 
dis    demigrarent,    liberos,     uxores 


EDUCATION  IN  INDIANA. 


107 


siiaque  omnia  in  silvis  deponerent, 
atque  omnes  qui  armaferre  possent 
unum  in  locum  convenirent.  Hunc 
esse  delectum  medium  fere  re- 
gioniim  earum  quas  Suebi  obtiner- 
ent;  hie  Romanorum  advent  urn  ex- 
pectare  atque  ibi  decertare  eon- 
stituisse. 

2.  Give  the  syntactical  use  of  the  words 

in  italic. 

3.  Translate  into  Latin:     ia)    Many  have 

been  found  who  have  declared  pain 
the  greatest  ill.  (6)  Before  I  come 
back  to  the  case  I  will  say  a  few 
things  concerning  myself,  {c)  He 
answered  Caesar  that  he  had  come 
into  Gaul  before  the  Roman  people. 
What  did  he  want?  Why  did  he 
come  into  his  domain  ?  {d)  Change 
(c)  into  oratio  recta. 

4.  Give  the  forms  and  uses  of  the  peri- 

phrastic conjugation,  active  and 
passive. 

5.  Translate:   At  vero  C.  Caesar  intellegit, 

legem  Semproniam  esse  de  civibus 
Romanis  constitutam;  qui  autem 
rei  publicae  nit  hostis,  eum  civem 
esse  nulla  modo  posse;  denique 
ipsum  latorem  Semproniae  legis 
iniussu  populi  poenas  rei  publicae 
dependisse  Idem  ipsum  Lentulum, 
largitorem  et  prodigum,  non  putat 
cum  de  pernicie  populi  Romani, 
exilic  huius  urbis  tam  seerbe,  tam 
crudeliter  cogitarit,  etiam  appellari 
posse  popularem. 

6.  Give  the  special  use  of  the  words  in 

italic  in  the  above. 

7.  Give  the  general  rules  of  participles— 

as  to  form— as  to  use. 

8.  Name  the  prominent  poets  and  prose 

writers  of  the  "  Silver  Age." 

9.  Translate: 

En  Priamus!    Sunt  hie  etiam  sua 

praem  ialaudi; 
Sunt   lacrimae    rerum    et   mentem 

mortalia  tangimt. 
Solve  metus;    feret   haec   aliquam 

tibi  fama  salutem. 
Sic  ait,  atque  animum  pictura  pascit 

inani. 
Multa    gemens,    largoque    umectat 

flumine  vultum. 
Namque     videbat,     uti      bellantes 

Pergama  circum 
Hac  fugerent  Graii,  premeret  Troi- 

ana  inventus. 
Hac  Phryges,  instaret  currvi  crista- 

tus  Achilles. 
10.    Scan    the    above,    and    give    rules    of 

quantity  and  accent. 


PHYSICS. 

1.  Show  how  it  is  possible  for  an  ice-boat 

to  sail  faster  than  the  wind. 

2.  What  sort  of  a  force  is  acting  in  the 

case  of  a  body  moving  {a)  with  uni- 
form velocity;  (&)  with  uniform 
speed  in  a  straight  line:  (c)  with 
uniform  acceleration  in  a  straight 
line;  id)  with  simple  harmonic 
motion? 

3.  Without, the  use  of  a  formula,  either 

expressed  or  implied,  describe  what 
is  meant  by  Moment  of  Inertia. 

4.  Define  weight,  stress,  strain,  elasticity, 

density,  specific  gravity,  w^ork,  spe- 
cific heat,  water  equivalent  of  a 
calorimeter,  electrical  difference  of 
potential. 

5.  Deduce  an  expression  for  the  value  of 

"g"  in  terms  of  the  length  and 
period  of  a  simple  pendulum. 

6.  Describe  any  method  of  determining 

the  temperature  of  a  furnace  when 
you  have  no  thermometer  that  will 
indicate  more  than  100° C. 

7.  With  an  external  resistance  of  9  ohms, 

a  certain  battery  gives  a  current  of 
0.43  amperes,  while  with  an  external 
resistance  of  32  ohms,  the  current 
falls  to  0.2  amperes.  Find  the  re- 
sistance of  the  battery. 

8.  When  large  amounts  of  electrical  power 

are  to  be  transmitted  long  distances 
alternating  currents  are  employed 
instead  of  continuous  currents. 
Why? 

9.  Explain  why  a  piece  of  iron  is  attracted 

by  a  magnet. 
10.    Give  the  cause  of  the  color  of  bodies. 

SCIENCE  OF  EDUCATION. 

(Answer  eight,  but  no  more.) 

1.  To  what  extent,  in  your  judgment,  is 

there  a  science  in  education?  Give 
reasons  for  the  opinion  you  express. 

2.  In  instruction  we  go  from  the  known 

to  the  related  unknown,  it  is  said. 
On  what  principle  of  mind  is  this 
founded? 

3.  What  do  you  consider  the  most  im- 

portant laws  of  memory? 

4.  If  you  are  teaching  a  child  the  idea  of 

a  square  corner,  of  what  value 
would  it  be  to  have  him  construct  a 
square  corner? 

5.  What    are    the    arguments     for    and 

against  out-door  recesses? 

6.  What,  in  your  opinion,  should  be  the 

outcome  of  all  government  of  chil- 
dren in  the  school? 


lOS 


EDUCATION  IN  INDIANA. 


"Action  is  the  principle  of  character." 
What  does  this  mean,  and  is  this 
correct? 

"Keep  thy  heart  with  all  diligence; 
for  out  of  it  are  the  issues  of  life." 
Explain  the  ethical  and  pedagogical 
principle  embodied  in  this  quota- 
tion. 


To  what  extent,  in  your  opinion,  is  it 
the  duty  of  the  school  to  train  the 
child  in  social  usages  and  customs? 

Of  what  value  would  it  be  to  a  teacher 
to  study  thoroughly  the  Greek  and 
Roman  ideals  and  systems  of  edu- 
cation. 


e.     FOR  SECOND  DIVISION  LIFE  STATE  LICENSE. 

Questions  to  be  Used  on  the  Last  Saturday  in  Ajjnl. 

Note.— The  following  resolution  was  adopted  by  the  state  board  of  education,  Octo- 
ber 31, 1887: 

Besolved,  That  the  examination  for  professional  license  include  the  following 
branches:  Algebra,  Civil  Government,  American  Literature,  Science  of  Education,  and 
two  of  the  following  three  subjects:  Elements  of  Physics,  Elements  of  Botany  or  Latin 
(Latin  grammar,  two  books  of  Caesar,  and  two  of  Virgil) ;  and 

Further  resolved.  That  the  examination  for  state  license  shall  include,  in  addition  to 
those  of  professional  license.  Geometry,  Rhetoric,  General  History,  English  Literature, 
Physical  Geography,  and  two  of  the  following  three  subjects:  Chemistry,  Geology, 
Zoology. 

SPECIAL  NOTICE  TO  APPLICANTS. 

In  view  of  the  fact  that  the  manuscripts  of  applicants  for  both  life  state  and  profes- 
sional licenses  are  sent  to  the  several  members  of  the  state  board  of  education  for  grada- 
tion, it  is  essential  that  applicants  for  such  licenses  observe  the  following  rules: 

1.  Write  on  one  side  of  the  paper  onty,  using  legal  cap. 

2.  See  that  the  answers  to  the  questions  in  each  branch  are  entirely  separate  from 
those  of  any  other  branch,  and  seciirely  fastened  together. 

3.  Write  full  name  and  postoflfice  address  upon  each  set  of  answers. 

4.  Furnish  your  county  superintendent  copies  of  recommendations,  as  they  are  to  be 
filed  for  future  reference  and  can  not  be  returned. 

5.  Necessary  postage  for  sending  manuscripts  should  be  furnished  the  county  super- 
intendent by  the  applicant. 

6.  A  fee  of  five  dollars  should  be  collected  from  all  applicants  for  this  license. 


PHYSICAL  GEOGRAPHY. 

{Any  eight,  hut  no  more.) 

Describe  and  account  for  the  annual 
changes  in  the  climatic  conditions 
of  southern  California. 

(a)  Describe  the  distribution  of  rain- 
fall in  the  United  States. 

(b)  Annual  rainfall  in  Indiana. 

(c)  Account  for  our  summer  rains. 
Our  winter  rains. 

(a)  What  importance  do  you  attach  to 
the  field  work  in  physical  geogra- 
phy?   Why? 

(b)  Outline  some  field  work  for  second 
year  high  school  students. 

Describe  some  of  the  important  geo- 
graphical features  that  have  favored 
the  development  of  the  United 
States. 


Show  that  the  character  of  soldiers  and 
their  sviccess  in  warfare  are  de- 
pendent largely  on  geographical 
conditions. 

Discuss  northern  and  southern  Indiana 
as  to  (a)  topography:  (b)  soils;  (c) 
drainage. 

(a)  What  is  a  contour  map? 

(b)  Draw  a  contour  map  of  Indiana, 
with  a  contour  interval  of  100  feet. 

Account  for  our  daily  weather  changes, 
and  the  intensity  of  these  changes 
during  our  winters. 

Discuss  the  Great  Salt  Lake  basin  as 
to  (a)  origin;  (b)  former  conditions; 
(c)  former  and  present  drainage. 

The  Piedmont  Belt:  (a)  Location;  (b) 
present  topography;  (c)  former  con- 
ditions; (d)  distribution  and  occu- 
pations of  the  people. 


EDUCATION  IN  INDIANA. 


109 


10. 


ZOOLOGY. 

{Any  eight,  but  no  more.) 

Give  chief  characteristics  separating 
animals  from  plants.  Distinguish 
between  development  and  differ- 
entiation. 

What  is  meant  by  physiological  divi- 
sion of  labor?  Give  an  example 
showing  how  division  of  labor  gives 
an  advantage  in  the  struggle  for 
existence. 

Prove  that  the  color  of  wild  forms  is 
of  great  value.  How  may  the  equal 
color  brilliance  of  the  male  and  fe- 
male bird  of  certain  species  be  ex- 
plained? 

What  changes  are  brought  about  in 
animal  forms  as  the  result  of  do- 
mestication? How  may  these 
changes  be  explained? 

Name  the  animal  sub-kingdoms.  As- 
sign to  proper  sub-kingdom  the 
following  foi-ms:  Lobster,  oyster, 
shark,  house  fly,  coral,  turtle,  spider, 
jelly  fish,  Paramecium,  whale. 

Explain  respiratory  mechanism  in  in- 
sects, fish  and  air-breathing  mam- 
mals. How  may  these  differences 
be  explained? 

What  factors  determine  character  and 
number  of  faunal  forms  of  a  given 
region?  Why  are  not  all  species 
cosmopolitan? 

Illustrate  (by  at  least  two  examples) 
the  economic  relations  existing  be- 
tween lower  life  forms  and  man. 
Show  the  effect  of  disturbing  the 
"balance  of  life." 

Give  characters  of  any  two  of  the  ani- 
mal sub-kingdoms.  Name  the  more 
important  tissues  of  the  animal 
body,  giving  their  principal  func- 
tion. 

Give  the  life  history  of  any  animal  you 
may  select. 


CHEMISTRY. 

{Any  eight,  hut  no  more.) 

Show  how  the  atomic  theory  ex- 
plains the  laws  of  combining  pro- 
portions. 

How  is  the  qualitative  and  how  the 
quantitative  composition  of  water 
determined? 

Name  four  substances  found  in  the  at- 
mosphere, and  give  a  way  of  deter- 
mining the  presence  of  each. 


Give  a  method  of  determining  the  oxy- 
gen from  the  air  free  from  the  other 
gases  in  it. 

Characterize  nitric  acid  and  give  an 
explanation  of  its  action  on  metals. 

What  results  are  obtained  by  heating 
the  following  nitrates:  (1)  Potas- 
sium nitrate,  (2)  silver  nitrate, 
(3)  ammonium  nitrate? 

The  weight  of  a  litre  of  oxygen  is  1.429 
grams  and  its  molecular  weight  is 
32.  The  weight  of  a  litre  of  a  second 
gas  is  .089  grams.  What  is  its  mo- 
lecular weight? 

When  chlorine  acts  as  a  bleaching 
agent  or  as  a  disinfectant,  what 
principle  is  involved? 

Give  the  different  steps  involved  and 
the  different  substances  produced 
in  the  Le  Blanc  method  of  making 
sodium  carbonate. 
).  What  weight  of  oxygen  will  it  take  to 
burn  completely  50  grams  of  pure 
alcohol  (C2  H5  OH)?  What  volume 
of  carbon  dioxide  will  be  produced? 
(44  grams  carbon  oxide=22.39  litres.) 

GEOMETRY. 
{Any  eight,  hut  no  more.) 

The  areas  of  two  similar  triangles  are 
to  each  other  as  the  squares  of  any 
two  homologous  sides.  Demon- 
strate. 

Prove  that  the  perpendiculars  from 
the  vertices  of  a  triangle  pass 
through  the  same  point. 

Give  what  you-  consider  to  be  three 
fundamental  theorems  of  plane 
geometry. 

Demonstrate  the  Pythagorian  theorem. 

What  is  the  value  of  the  square  upon 
the  side  opposite  the  obtuse  angle 
of  a  triangle?    Demonstrate. 

Two  chords  that  intersect  in  a  circle 
are  mutually  proportional.  Demon- 
strate. 

The  areas  of  two  circles  are  to  each 
other  as  -.  Complete  and  demon- 
strate. 

A  house  and  bam  are  upon  the  same 
side  of  the  road,  but  at  unequal  dis- 
tances from  it.  I  wish  to  so  locate 
a  well  upon  the  road  that  I  can  build 
the  shortest  possible  walk  from  the 
house  to  the  barn,  touching  the 
road  at  the  well.  Show  how  you 
would  locate  the  well, 
and  10.  Find  the  volume  of  the  frustum 
of  a  pyramid. 


110 


EDUCATION  IN  INDIANA. 


RHETORIC. 
{Any  eight,  but  no  more.) 

1.  What  is  the   difference  between  cor- 

rectness and  effectiveness  in  rhet- 
oric? 

2.  What  is  meant  by  "  fine  writingrf" 

3.  What  is  the  relation  of  the  paragraph 

to  the  whole  discussion? 

4.  What  is  meant  in  rhetoric  by  "cohe- 

rence"? 

5.  What  are  the  essential  rhetorical  ele- 

ments in  argfvimentation? 

6.  Explain  somewhat  the  difference  be- 

tween rhetoric  as  a  science  and  as 
an  art. 

7.  What  are  the  characteristics  and  what 

the  uses  of  the  climax? 
What  are  rhetorical  figures  and  what 
their  vakie?    How  many    principal 
figures?    Name  them. 

9.    What  is  meant  by  grace  in  rhetoric? 

10.  With  what  justice  can  it  be  said  that 
liberal  culture  assures  a  good  rhe- 
torical style? 

ENGLISH  LITERATURE. 

{Any  eight,  but  no  more.) 

1.  Give  an  example  of  the  influence  of 

literature  (poetry,  fiction  or  the  ora- 
tion) upon  the  development  of  the 
American  people. 

2.  Write  a  sketch  of  a  leading  character 

in  one  of  the  following  works: 
(a)  Vicar  of  Wakefield,  (b)  Ivan- 
hoe,  (c)  Dombey  &  Son. 

3.  Connect  one  of  the  following  charac- 

ters with  one  of  Shakespeare's 
plays,  and  explain  its  influence 
upon  the  development  of  the  play: 
Portia,  Ophelia,  Miranda,  Macbeth, 
Cassius,  lago. 

4.  "As  You  Like  It  is  a  romantic  come- 

dy." Explain  in  detail  what  this 
sentence  means. 

5.  Contrast  the  prose  of  Macaulay  with 

that  of  Carlyle,  in  regard  to  vocabu- 
lary, paragraphs  and  the  qualities 
of  style. 

6.  Describe  briefly  the  characteristics  of 

two  periods  of  English  literature, 
naming  in  each  period  four  of  the 
more  important  authors  and  their 
chief  works. 

7.  Using  an  illustration  one  novel  of  each 

of  the  following  writers,  tell  some-^ 
thing  about  its  author's  ability  to' 
handle    plot   and   to  portray  char- 
acter:   Scott,  Dickens,  Thackeray, 
George  Eliot. 


8.  Discuss  briefly  this  question:    "  Are 

the  recent  historical  novels  to  be 
preferred  to  the  '  dialect  stories '  of 
a  year  or  so  ago?  " 

9.  Discuss   briefly  methods  in   teaching 

literature— (a)  In  reference  to  pur- 
pose or  aim.  (b)  As  to  value  of 
studying  literary  criticism  or  com- 
ment on  the  part  of  others,  in  com- 
parison with  the  author's  works 
themselves. 
10.  Mention  the  chief  works  of  (1)  De- 
Quincy,  (2)  Macaulay,  (3)  Carlyle, 
(4)  Ruskin,  (5)  George  Eliot. 

GENHRAL  HISTORY. 
(Any  eight,  but  no  more..) 

1.  Write,  briefly,  of  the  reign  of  Charle- 

magne. 

2.  Discuss,  briefly,  the  influence  of  King 

Alfred. 

3.  Magna  Charta— 

(a)  Time. 

(b)  State  what  you  consider  its  most 

important  feature. 

4.  Write  briefly,   of   the  life,  character. 

and  influence  of  Joan  of  Arc. 

5.  State  three  important  facts  in  the  life 

of  Luther. 

6.  Discuss  Carthage  and  her  people. 

7.  Name  a  contribution  to  our  civiliza- 

tion made  by  Greece;  by  Rome. 

8.  Mention    two    great    causes    of     the 

French  revolution. 

9.  State     causes     and      results    of    the 

Franco-Prussian  war. 
10.    Give  an  account  of  the  rise  of  English 
power  in  India. 

GEOLOGY. 
{Any  eight,  but  no  more.) 

1.  What  agencies  bring  about  the  decay 

of  rock?  Explain  fully  how  each  of 
these  act. 

2.  Give  the  geological  growth  of  North 

America,  locating  the  oldest  and 
the  youngest  formations. 

3.  In  what  does  the  geological  wealth  of 

Indiana  consist?  In  what  part  of 
the  state  is  each  of  the  leading 
products  found? 

4.  Illustrate   by    diagram    the    different 

kinds  of  mountains  and  tell  how 
each  is  formed. 

5.  What  has  been  the  effect  of  the  glacial 

period  on  the  surface  of  Indiana? 
9.    Trace  back  to  its  origin  in  the  sun,  the 
heat  produced  by  a  lump  of  anthra- 
cite coal. 


EDUCATION  IN  INDIANA.  Ill 

7.  Explain    coral    formation   and    locate  Notice.— The  state  board  of  education, 

the  coral  formations  of  the  United       at  its  meeting  March  22,  1895,  resolved  that 
States.  it  reserve  the  right  to  call  before  it  any  ap- 

8.  Draw  a  diagram  showing  the  forma-       plicant  for  life  state  or  professional  license 

tion  of  springs,  and  show  how  ar-       for  oral  examination  in   addition   to   the 
tesian  wells  may  be  made.  written  examination  based  upon  the  ques- 

9.  What  is  a  fossil?    What  fossils,  if  any,       tions  herewith  submitted. 

are  found  in  Indiana?    Locate.  For  the  state  board  of  education: 

10.  How  do  you  account  for  the  existence  FASSETT  A.  COTTON, 

of  gas  and  oil  fields?    Locate  the  State  Supt.  Public  Instruction, 

most  important.  ^  President. 

11.  State  fully  your  preparation  for  teach-       ^*  ^  •  PARSONS, 

ing  geology.  Prest.  Indiana  State  Normal  School, 

Secretary. 

NOTES  TO  THE  EXAMINER. 

1.  In  October,  1885  (p.  52,  record),  the  state  board  of  education  made  the  following 
order:  Ordered,  That  the  Reading  Circle  examinations  in  the  science  of  teaching  be  ac- 
cepted by  the  county  superintendents  in  place  of  the  county  examination  on  that  subject, 
and  that  the  average  of  their  four  successive  yearly  examinations  in  the  science  of  teach- 
ing be  accepted  by  the  state  board  in  the  examination  for  state  certificates. 

2.  The  state  board  of  education  reserves  the  right  to  call  before  it  any  applicant  for 
oral  examination,  in  addition  to  the  written  examination  based  upon  the  questions  sub- 
mitted for  life  state  and  professional  licenses  (p.  429,  record). 

3.  Please  send  manuscripts  on  Monday  following  the  examination. 


/.     FOR  LIFE  STATE  LICENSE. 

For  Graduates  of  Higher  Institutions  of  Learning  Ordy.- 

SPECIAL  NOTICE  TO  APPLICANTS. 

The  following  rules  govern  the  examination  of  teachers  for  life  state  licenses: 

1.  For  Graduates  of  Higher  Institutions  of  Learning  Only.— The  state  board  of  edu- 
cation revised  its  rules  governing  applicants  for  life  state  licenses  by  the  addition  of  the 
following  resolutions: 

Resolved,  That  the  rules  of  the  state  board  of  education  relating  to  examinations  for 
and  the  granting  of  life  state  licenses  shall  be  and  are  hereby  amended  by  the  addition  of 
the  following:  All  graduates  of  higher  institutions  of  learning  in  Indiana,  or  other  in- 
stitutions of  equal  rank  in  other  states  approved  by  this  board,  which  require  graduation 
from  commissioned  high  schools,  or  the  equivalent  of  the  same,  as  a  condition  of  en* 
trance,  which  maintain  standard  courses  of  study  of  at  least  four  years,  and  whose  work 
as  to  scope  and  quality,  is  approved  by  the  state  board  of  education,  shall  on  complying 
with  the  conditions  enumerated  below,  be  entitled  to  life  state  board  licenses  to  teach  in 
Indiana:  Provided,  however,  That  graduation  by  the  applicant  shall  have  been  accom- 
plished by  not  less  than  three  years'  resident  study  and  by  thorough,  extended  examina- 
tions in  all  subjects  pursued  privately  and  for  which  credit  has  been  given  by  the  insti- 
tution: And,  provided  further.  That  the  requirements  as  to  three  years'  resident  study 
shall  apply  only  to  applicants  graduating  after  this  date,  January  18,  1900. 

First.  Such  applicants  must  have  held  one  or  more  sixty  months'  or  professional 
licenses. 

Second.  They  must  present  to  the  state  board  of  education  satisfactory  written  testi 
monials  from  competent  superintendents,  special  supervisors,  teachers,  or  other  school 
officials  to  the  effect  that  they  have  taiight  and  managed  a  school  or  schools  successfully 
for  a  period  of  not  less  than  thirty  months,  at  least  ten  of  which  shall  have  been  in  Indiana. 

Third.  They  must  pass  thorough  satisfactory  examinations  in  any  three  of  the  f ollow- 
ing  svibjects :  (1)  General  history  of  education;  (2)  The  school  system  and  the  school 
law  of  Indiana;  (3)  Educational  psychology;  (4)  Experimental  psychology  and  child 
study;  (5)  Leading  school  systems  of  Europe  and  America;  (6)  Science  of  education, 
and  (7)  The  principles  and  methods  of  instruction. 


112 


EDUCATION  IN  INDIANA. 


Fourth.  Before  entering  upon  the  examination,  such  applicants  shall  present  to  the 
state  board  of  education  satisfactory  evidence  of  good  moral  character,  and  shall  pay  five 
dollars  each  (the  fee  prescribed  by  law),  which  can  in  no  case  be  refunded. 

Fifth.  A  license  will  be  granted  to  those  who  make  a  general  average  of  75  per  cent., 
not  falling:  below  65  per  cent,  in  any  subject. 

In  view  of  the  fact  that  the  manuscripts  of  applicants  for  both  life  state  and  profe^i- 
sional  licenses  are  sent  to  the  several  members  of  the  state  board  of  education  for  grada- 
tion, it  is  essential  that  applicants  for  such  licenses  observe  the  following  rules: 

1.  Write  on  one  side  of  the  paper  only,  using  legal  cap. 

2.  See  that  the  answers  to  the  questions  in  each  branch  are  entirely  separate  from 
those  of  any  other  branch,  and  securely  fastened  together. 

3.  Write  full  name  and  postofifice  address  upon  each  set  of  answers. 

4.  Furnish  the  member  of  the  state  board  of  education  conducting  the  examination 
copies  of  recommendations,  as  they  are  to  be  filed  for  future  reference,  and  can  not  be 
returned. 

5.  The  expense  of  sending  manuscripts  should  be  furnished  by  the  applicant. 

6.  A  fee  of  five  dollars  should  be  collected  from  all  applicants  for  this  license. 


10. 


HISTORY  OF  EDUCATION. 

{Answer  eight,  but  no  more.) 

What  defects  in  the  education  in  India 
and  China  were  due  to  the  home 
life  of  those  peoples? 

In  what  respects  was  education  among 
the  Jews  sviperior  to  that  among 
other  Orientals? 

What  educational  advantages  could 
Egypt  have  afforded  Moses  during 
his  residence  in  the  palace? 

What  were  the  differences  in  the 
methods  of  education  in  Athens  and 
Sparta? 

Mention  some  of  the  chief  Roman  edu- 
cators and  give  their  principles  and 
methods. 

What  direction  and  impxilse  were  given 
education  by  Christianity? 

State  advantages  and  disadvantages 
which  came  to  education  from  the 
Monastic  system. 

Give  an  account  of  the  rise  of  the  uni- 
versities of  Britain  and  Europe,  and 
give  the  main  differences  in  the 
educational  methods  of  the  two 
countries. 

What  is  the  status  of  education  in 
France  today? 

In  what  respects,  if  any,  do  modern 
methods  of  education  excel  those  of 
antiquity  and  the  middle  ages?  . 

SCIENCE  OF  EDUCATION. 

{Answer  eight,  but  no  more.) 

Briefly  discuss  the  place  of  the  imagin- 
ation in  education. 

Briefly  discuss  the  statement  that  the 
grammar  school  age  is  the  period  of 
drill,  mechanism  and  habituation. 

Name  what  are,  in  your  judgment,  the 
five  most  prevalent  faults  or  weak- 
nesses of  American  teachers. 


What  may  be  the  educational  value  of 
the  school  recess? 

Should  the  educational  process  follow 
the  so-called  natural  bent  of  chil- 
dren?   State  reasons  for  answer. 

What  should  be  the  aim  of  the  teach- 
ing of  history  in  the  grammar 
school? 

"Man,  in  this  country,  has  attained  no 
small  part  of  his  education  by  the 
preaching  and  practice  of  the  gospel 
of  work  on  the  American  farm." 
Briefly  discuss  this  statement  and 
describe  what  educational  move- 
ment or  movements  have  been 
founded  on  this  idea. 

What  mistake  or  mistakes  have  been 
made  in  the  practice  of  schools  from 
regarding  the  child  as  an  adult. 

Is  the  school  life  itself,  or  is  it  a  prep- 
aration for  life,  or  is  it  both?  Give 
reasons  for  your  answer. 

Discuss  briefly  the  place  of  "thorough- 
ness," so  called,  in  the  education  of 
young  children. 


LEADING  SCHOOL  SYSTEMS  OF 
EUROPE  AND  AMERICA. 

{Any  eight,  but  no  more.) 

Briefly  discuss  the  educational  contro- 
versy going  on  in  England  in  the* 
fall  of  1902. 

What  advances  have  been  made  in 
education  in  Germany  under  the 
present  emperor. 

What  is  the  method  of  teaching  history 
in  the  schools  of  Germany? 

How  has  the  Herbatian  philosophy  in- 
fluenced American  schools? 

Discuss  the  educational  system  of 
Switzerland.  What,  if  anything, 
have  we  to  learn  from  it? 


EDUCATION  IN  INDIANA. 


113 


10. 


Name  three  leading  centers  in  the 
United  States  for  the  scientific 
study  of  education. 

Discuss  briefly  the  influence  of  Francis 
W.  Parker  upon  American  schools. 

What  provision  is  made  in  France  for 
the  art  instruction  of  the  people? 

What  contributions  have  been  made  to 
American  education  by  the  Scan- 
dinavian countries? 

What  was  the  Greek  ideal  of  educa- 
tion? What,  if  anything:,  have  we 
to  learn  from  it? 


SCHOOL  SYSTEM  AND  SCHOOL  LAW 
OF  INDIANA. 

{Any  eight,  but  no  more.) 

1.  What   do    you    consider   the   greatest 

weakness  in  Indiana's  system  of 
education,  as  a  system?  Discuss 
fully. 

2.  What  legal  authority  has  the  county 

superintendent  of  schools?  What 
qualifications  are  required  for  elec- 
tion? 

3.  W^hen  may  teachers  be  exempt  from 

further  examination? 

4.  The  statute  authorizes  the  revocation 

of  a  teacher's  license  upon  either 
one  of  four  charges.  What  are 
they? 

5.  What  is  meant  by  a  de  facto  board? 

What  are  the  powers  of  such  a 
board? 

6.  In  what  way  was  the  power  of  town- 

ship trustees  curtailed  by  the  en- 
actment of  a  law  requiring  township 
advisory  boards?    Explain  fully. 

7.  Discuss    fully   the    sources    of    local 

school  revenues. 

8.  How  may  a  school  library  be  estab- 

lished in  a  town  or  city  of  say  3,000 
inhabitants? 

9.  What  are  all  of  the  sources  of  school 

revenues  in  Indiana? 
10.    W^hat  are  the   duties   and  powers  of 
county  boards  of  education? 


PRINCIPLES  AND  METHODS  OF 
INSTRUCTION. 

(Answer  eight,  but  no  more.) 

State  the  difference  between  method 
and  device. 

Explain  yoxir  method  in  teaching  longi- 
tude in  geography. 

Indicate  the  devices  that  should  be  em- 
ployed in  the  process  of  teaching 
longitude  in  geography. 


4.  What  principles    of   mind   should,  be 

observed  in  the  process? 

5.  What  principles  of  the  subject  of  geo- 

graphy should  be  regarded? 

6.  State  the  main  principles  derived  from 

the  nature  of  mind  that  underlie 
method  in  grammar. 

7.  Name  the  principles  derived  from  the 

nature    of    the    subject-matter    of 
grammar  that  underlie  the  method 
in  grammar. 
8  and  9.    Give  a  brief  explanation  of  your 

method  ir^  teaching  grammar. 
10.    Explain  and  illustrate  the  difference 
between  principle  and  method. 

EDUCATIONAL  PSYCHOLOGY. 

{Any  eight,  but  no  more.) 

1.  What  are  the  effects  ofj  arrest  of  de- 

velopment of  the  nervous  system 
before  birth,  and  during  childhood, 
adolescence,  and  at  maturing?  Edu- 
cational inferences? 

2.  What  psychological  explanations  have 

been  given  of  truancy,  bullying  and 
teasing,  stealing,  fighting,  deceiv- 
ing, hunting,  collecting,  boys'  clubs, 
etc.? 

3.  Discuss  the  law  of  transiency  of  in- 

stincts (James)  in  its  educational 
bearings.  Is  this  law  in  harmony 
with  President  Hall's  doctrine  that 
rudimentary  psychic  processes  are 
the  necessary  stepping  stones  to 
the  highest  development? 

4.  What  is  the  order  of  development  of 

the  interest  and  ability  of  children 
in  the  grades,  in  history,  definition 
of  objects,  drawing,  regard  for  law, 
and  freedom  from  superstition? 

5.  What  are  the  main  facts  known  about 

the  period  of  adolescence? 

6.  Give  a  psychological  and  educational 

interpretation  of  play.  Discuss 
opinions  regarding  it  of  Spencer, 
Groos,  and  Hall. 

7.  What  does  Dr.  W.  T.  Harris  mean  by 

his  three  orders  of  thinking? 

8.  What  is  the  mental  training  value  of 

the  study  of  a  foreign  language  like 
Latin?  Is  this  training  value  of  use 
in  all  other  subjects? 

9.  If  you  wish  to  gain  the  utmost  possible 

proficiency  in  telegraphy  or  some 
other  similar  occupation,  what 
would  you  have  to  do  and  what 
would  be  the  course  of  your  prog- 
ress? 
10.  Discuss  the  doctrine  of  apperception 
in  its  educational  applications. 


8— Education, 


114 


EDUCATION  IN  INDIANA. 


EXPERIMENTAL  PSYCHOLOGY. 

{Any  eight,  but  no  more.) 

.    Discuss   the  use  of   instropection  in 

experimental  psychology. 
,  Explain  the  purpose  and  manipulation 
of  the  following  instruments :  The 
perimeter,  color  mixer,  kymograph, 
sesthesiometer,  chronoscope,  ergo- 
graph,  and  automatograph. 

Show  how  a  psychological  experiment 
is  to  be  written  up  by  describing 
one  of  the  simple  experiments 
upon  after-images,  stereoscopic 
vision,  or  visual  illusions. 

Write  a  syllabus  of  questions  to  ascer- 
tain what  differences  exist  in  the 
ability  of  individuals  to  recall  sen- 
sations of  taste. 

Describe  experiments  for  ascertaining 
what  the  simple  sensory  elements 
in  the  skin  are? 

What  are  the  primary  color  sensations, 
and  what  are  your  reasons  for  se- 
lecting these?  What  is  meant  by 
color  tone,  saturation,  intensity? 
What  must  a  color  theory  explain 
and  what  seems  to  you  to  be  true  in 
the  different  theories  proposed? 

Describe  tests  for  nearsightedness, 
astigmatism,  color  blindness,  de- 
fective hearing  and  loss  of  muscu- 


lar control.  Where  these  defects 
exist  among  pupils,  what  should  be 
the  practice  of  the  teacher  and 
school  authorities? 

8.  DescriVje  experiments    by    which    the 

bodily  effects  of  the  emotions  or 
mental  work  may  be  studied. 
Draw  diagrams  of  the  apparatus 
that  should  be  used. 

9.  What  experiments  show  that  the  space 

perceptions  of  the  adult  are  made 
up  chiefly  of  the  results  of  experi- 
ence? What  is  the  relation  of 
movement  and  the  sensations  from 
movement  in  space  perception? 
Cite  experiments  made  in  proof  of 
your  statements. 

10.  Describe  the  experimental  work  done 

in  the  study  of  one  of  the  following 
topics:  Mathematical  prodigies, 
telegraphic  language,  the  psycho- 
logy of  reading,  fatigue,  curves  of 
mental  activity,  visual  imagery, 
suggestibility  of  children,  or  hypno- 
tism. 

Notice.— The  state  board  of  education, 
at  its  meeting  March  22,  1895,  resolved  that 
it  reserve  the  right  to  call  before  it  any 
applicant  for  life  state  or  professional 
license  for  oral  examination  in  addition  to 
the  written  examination  based  upon  the 
qvxestions  herewith  submitted. 


12.     PKOFESSION AL  TRAINING. 


a.    INDIANA  UNIVERSITY. 

Probably  the  earliest  attempt  at  professional  training  for  teach- 
ers was  that  made  by  the  board  of  trustees  of  Indiana  university  in 
1839,  when  it  was  proposed  to  establish  a  professorship  to  prepare 
teachers  for  the  common  schools.  There  was  no  available  fund 
for  the  work  and  nothing  was  accomplished.  Another  similar 
attempt  was  made  in  1847  which  was  also  unsuccessful.  In  1852 
the  university  trustees  opened  a  normal  school  in  connection  with 
the  preparatory  department.  This  department  was  sustained  at 
intervals  more  or  less  successful  till  1873,  when  it  was  abandoned. 
Nothing  of  permanent  valitfe  was  attempted  till  1886,  when  the 
department  of  pedagogy  was  established.  This  department  has 
always  been  strong,  and  today  has  some  of  the  recognized  educa- 
tional leaders  in  the  state  as  professors. 


EDUCATION  IN  INDIANA.  115 

6.     STATE  NORMAL  SCHOOL. 

The  discussion  in  regard  to  the  establishment  of  a  state  normal 
seh'ool  began  early.  There  was  a  wide  diversity  of  opinion  as  to 
the  wisdom  o:&siich  an  institution  and  it  was  not  till  1865  that  the 
general  assembly  saw  irt  to  make  provision  for  one.  In  his  report 
in  1^66  State  Superintendent  Hoss,  after  stating  what  the  legis- 
lature had  done  in  regard  to  a  state  normal,  makes  a  labored 
attempt  to  justify  the  act.  The  idea  of  this  school  from  the 
beginning  was  that  it  should  be  distinctly  professional,  and  it  has 
never  departed  from  this  notion.  It  has  always  made  a  distinction 
between  merely  training  teachers  in  the  mechanical  manipulation 
of  devices,  and  practice  based  upon  an  understanding  of  funda- 
mental pedagogical  principles.  This  last  thing  the  school  has 
striven  to  do,  and  any  distinct  merit  it  may  possess  is  due  to  this 
fact.  The  school  was  opened  in  January,  1870,  and  from  that  day 
to  this  has  grown  in  efficiency.  The  state  has  equipped  the  institu- 
tion well  and  the  substantial  encouragement  which  it  received  at 
the  hands  of  the  last  general  assembly  has  given  it  new  life  and 
nfade  it  possible  to  realize  some  long  cherished  plans.  It  is  now 
equipped  to  meet  the  demands  for  well  prepared  teachers  in  every 
department  of  public  school  work. 

c.    CITY  TRAINING  SCHOOLS. 

A  number  of  the  larger  cities  in  the  state  sustain  training 
schools  in  connection  with  the  city  systems.  In  these  high  school 
graduates  are  given  a  course  of  training  under  professional  super- 
visors before  they  are  given  regular  places  as  teachers  in  the 
schools.  .  G     "^   ^^;JI1 

(I    INDEPENDENT  COLLEGES  AND  UNIVERSITIES. 

The  independent  colleges  and  universities  of  the  state  in  most 
instances  offer  courses  for  teachers  in  various  academic  branches 
and  in  pedagogy.  The  tendency  is  toward  the  equipment  of 
strong  pedagogical  departments. 

€.    INDEPENDENT  NORMALS. 

Indiana  has  a  number  of  very  strong  independent  normal 
schools  which  offer  training  to  teachers.  Most  of  these  schools 
are  well  equipped  and  do  strong  work  both  in  theory  and  practice. 


110  EDUCATION  IN  INDIANA. 

f.    THE  COUNTY  INSTITUTE. 

One  of  the  strongest  factors  in  professional  training  of  teachers 
is  the  connty  institute.  It  has  had  an  interesting  development  in 
Indiana  and  is  at  the  present  time  in  a  transition  stage.  Educators 
in  the  state  are  working  at  the  problem  and  it  is  hoped  that  some- 
thing may  be  done  to  make  the  institute  at  once  more  professional 
and  more  practical.  At  present  the  institute  is  held  in  each 
county  annually  for  one  week.  Instructors  are  employed  and  the 
work  takes  a  wide  range  in  topics  discussed.  The  work  may  be 
said  to  be  inspirational,  cultural,  professional  and  practical. 

g.    TOWNSHIP  INSTITUTE. 

Probably  the  most  efficient  work  is  done  in  the  township  insti- 
tute. At  least  it  is  here  that  the  largest  number  of  teachers  do 
systematic  work  looking  toward  better  teaching.  The  state  depart- 
ment of  public  instruction  prepares  each  year  a  careful  outline  of 
the  work  that  is  to  be  done  in  the  township  institute  and  the  county 
superintendent  organizes  the  institutes  and  sees  that  the  work  is 
done.  Every  teacher  in  the  township  schools  attends  these  insti- 
tutes one  day  each  month  and  has  some  personal  work  to  do. 

7l    TEACHERS'  READING  CIRCLE. 

The  reading  circle  board  selects  each  year  two  books  which  form 
part  of  the  work  outlined  for  the  township  institute.  These  books 
are  generally  professional  and  cultural  and  each  township  teacher 
is  required  to  own  them  and  study  tbem. 

i.    TEACHERS'  ASSOCIATIONS. 

In  addition  to  the  above  forces  for  professional  training  the  asso- 
ciations may  be  mentioned.  There  is  first  the  state  teachers' 
pssociation,  which  meets  annually  during  the  Christmas  holiday  at 
Indianapolis,  l^ext  there  are  the  northern  and  southern  Indiana 
associations,  which  meet  annually  during  the  spring  vacation. 
Then  there  is  the  county  association,  which  holds  an  annual  meet- 
ing of  two  days,  generally  >t  the  Thanksgiving  holiday.  All  of 
these  forces  contribute  to  and  keep  alive  the  professional  spirit 
among  teachers.  There  never  was  a  time  in  the  state  when  there 
was  larger  professional  zeal  or  larger  determination  to  place  the 
calling  upon  a  higher  plane  every  way. 


VII.    Compulsory  Education. 


A.    THE  LAW. 

a.    CHILDREN  BETWEEN  THE  AGES  OF  SEVEN  AND  FOURTEEN 
YEARS  MUST  ATTEND  SCHOOL. 

The  Law.— Every  parent,  guardian,  or  other  person  in  the  state 
of  Indiana,  having  control  or  charge  of  any  child  or  children  between  the 
ages  of  seven  (7)  and  fourteen  (14)  years,  inclusive,  shall  be  required  to 
send  such  child  or  children  to  a  public,  private  or  parochial  school  or  to 
two  or  all  [more]  of  these  schools,  each  school  year,  for  a  term  or  period 
not  less  than  that  of  the  public  schools  of  the  school  corporation  where 
the  child  or  children  reside:  Provided,  That  no  child  in  good  mental  and 
physical  condition  shall  for  any  cause,  any  rule  or  law  to  the  contrary,  be 
precluded  from  attending  schools  when  such  school  is  in  session. 

6.     COUNTY  TRUANT  OFFICERS— DUTIES— MISDEMEANOR. 

The  county  board  of  education  of  each  county  shall  constitute  a  board 
of  truancy  whose  duty  it  shall  be  to  appoint  on  the  first  Monday  in  May 
of  each  year  one  truant  officer  in  each  county.  The  truant  officer  shall 
see  that  the  provisions  of  this  act  are  complied  with,  and  when  from  per- 
sonal knowledge  or  by  report  or  complaint  from  any  resident  or  teacher 
of  the  township  under  his  supervision,  he  believes  that  any  child  subject 
to  the  provisions  of  this  act  is  habitually  tardy  or  absent  from  school,  he 
shall  immediately  give  written  notice  to  the  parent,  guardian,  or  custodian 
of  such  child  that  the  attendance  of  such  child  at  school  is  required, 
and  if  within  five  (5)  days  such  parent,  guardian  or  custodian  of  said 
child  does  not  comply  with  the  provisions  of  this  section,  then  such 
truant  officer  shall  make  complaint  against  such  parent,  guardian  or  cus- 
todian of  such  child  in  any  court  of  record  for  violation  of  the  provisions 
of  this  act:  Provided,  That  only  one  notice  shall  be  required  for  any 
child  in  any  one  year.  Any  such  parent,  guardian  or  custodian  of  child 
who  shall  violate  the  provisions  of  this  act  shall  be  adjudged  guilty  of  a 
misdemeanor  and  upon  conviction  thereof  shall  be  fined  in  any  sum  not 
less  than  five  ($5.00)  nor  more  than  twenty-five  dollars  ($2r).00).  to  which 
may  be  added,  in  the  discretion  of  the  court,  imprisonment  in  the  county 
jail  not  less  than  two  nor  more  than  ninety  days. 

c.    TRUANT  OFFICERS  IN  CITIES  AND  TOWNS. 

A  city  having  a  school  enumeration  of  five  thousand  or  more  children, 
or  two  or  more  cities  and  towns  in  any  county  having  a  combined  school 
enumeration  of  five  thousand  or  more,  may,  in  the  discretion  of  the  county 

(117) 


/ 

118  EDUCATION  IN  INDIANA. 

board  of  truancy,  constitute  a  separate  district  for  the  administration  of 
tliis  act.  Cities  containing  a  school  enumeration  of  ten  thousand  children 
or  less  shall  have  but  one  truant  officer.  Cities  containing  a  school  enu 
meration  of  more  than  ten  thousand  and  less  than  twenty  thousand  chil- 
dren shall  have  two  truant  officers.  Cities  containing  a  school  enumera- 
tion of  twenty  thousand  and  less  than  thirty  thousand  shall  have  three 
truant  officers.  Cities  containing  a  school  enumeration  of  thirty  thousand 
and  less  than  forty  thousand  children  may  have  four  truant  officers. 
Cities  containing  a  school  enumeration  of  more  than  forty  thousand  chil- 
dren may  have  five  truant  officers  tp  be  selected  by  the  board  of  school 
commissioners.  The  truant  officers  of  cities  and  such  separate  districts 
shall  enforce  the  provisions  of  this  act  in  the  manner  and  under  such 
penalties  as  are  prescribed  by  section  2  of  this  act.  Truant  officers  of 
cities  mentioned  in  this  section  shall  be  appointed  by  the  board  of  school 
trustees  or  board  of  school  commissioners,  respectively,  of  the  city. 

d.    SALARY  OF  TRUANT  OFFICER. 

The  truant  officers  shall  receive  from  the  county  treasury  two  [dollars] 
($2)  for  each  day  of  actual  service,  to  be  paid  by  the  county  treasurer  upon 
warrant  signed  by  the  county  auditor:  Provided,  That  no  county  auditor 
shall  issue  a  warrant  upon  the  county  treasury  for  such  service  until  the 
truant  officer  shall  have  filed  an  itemized  statement  of  time  employed  in 
such  service;  and  such  statement  shall  have  been  certified  to  by  the  super- 
intendent or  superintendents  of  schools  of  the  corporation  or  corporations 
in  which  such  truant  ofitcer  is  employed  and  such  claim  have  been  allowed 
by  the  board  of  county  commissioners:  Provided,  further,  That  no 
truant  officer  shall  receiA^e  pay  for  more  days  than  the  average  length  of 
school  term,  in  the  county,  cities  or  towns  under  his  supervision. 

e.     REPORTS  MUST  BE  MADE  BY  SCHOOL  OFFICIALS. 

All  school  officers  and  teachers  are  hereby  required  to  make  and  fur- 
nish all  reports  that  may  be  required  by  the  superintendent  of  public 
instruction,  by  the  board  of  state  truancy  or  the  truant  officer,  with  ref- 
erence to  the  workings  of  this  act. 

f.    POOR  CHILDREN  ASSISTED. 

If  any  parent,  guardian  or  custodian  of  any  child  or  children  is  too 
poor  to  furnish  such  child  or  children  with  the  necessary  books  and 
clothing  with  which  to  attend  school,  then  the  school  trustee  of  the  town- 
ship, or  the  board  of  school  trustees  or  commissioners  of  the  city  or  in- 
corporated town  where  such  parent,  guardian  or  custodian  resides  shall 
furnish  temporary  aid  for  suchpurpose,  to  such  child  or  children,  which 
aid  shall  be  allowed  and  paid  upon  the  certificate  of  such  officers  by  the 
board  of  county  commissioners  of  said  county.  Such  township  trustee,  or 
board  of  school  trustees,  or  commissioners  shall  at  once  make  out  and 
file  with  the  auditor  of  the  county  a  full  list  of  the  children  so  aided, 
and  the  board  of  county  commissioners  at  their  next  regular  meeting, 
shall  investigate  such  cases  and  make  such  provision  for  such  child  or 
children  as  will  enable  them  to  continue  in  school  as  intended  by  this  act. 


EDUCATION  IN  INDIANA.  119 


g.    PARENTAL  HOMES  FOR  INCORRIGIBLE  CHILDREN. 

School  commissioners,  trustees  and  boards  of  trustees  are  empowered 
to  maintain,  eitlier  witliin  or  without  the  corporate  limits  of  their  cor- 
porations, a  separate  school  for  incorrigible  and  truant  children.  Any 
child  or  children  who  shall  be  truant  or  incorrigible  may  be  compelled 
to  attend  such  separate  school  for  an  indeterminate  time. 

h.    CONFIRMED  TRUANTS— SENT  TO  REFORM  SCHOOLS. 

Any  child  who  absents  itself  from  school  habitually  may  be  adjudged 
a  confirmed  truant  by  the  truant  officer  and  superintendent  of  the  schools 
of  the  county  or  city.  Such  confirmed  truant  may  be  sentenced  by  the 
judge  of  the  circuit  court  to  the  Indiana  Boys'  School,  if  a  boy,  or  the 
industrial  school  for  girls,  if  a  girl,  provided  its  age  is  within  the  limits 
set  for  admission  to  such  institution.  If  deemed  advisable  by  said  judge, 
such  incorrigible  child  or  children  may  be  sent  to  such  other  custodial 
institution  within  the  state  as  may  be  designated  by  him.  For  its  main- 
tenance in  such  custodial  institution,  the  school  corporation  in  which  it 
resides  shall  pay  at  the  legal  rate  for  supporting  dependent  children, 
twenty-five  (25)  cents  per  day,  with  such  expenses  of  transportation  as 
are  necessary. 

i.    TAX  FOR  EXECUTING  COMPULSORY  EDUCATION  LAW. 

For  the  defraying  of  the  increased  expenditure  necessary  for  the  carry- 
ing out  of  the  purposes  of  this  act  trustees  of  school  townships,  boards 
of  school  trustees  or  commissioners  of  cities  and  towns  and  boards  of 
school  commissioners  are  hereby  empowered  to  levy  in  addition  to  any 
and  all  sums  heretofore  provided  by  law,  any  amount  of  special  school 
revenue  not  exceeding  ten  (10)  cents  on  the  hundred  (100)  dollars  of  tax- 
able property,  such  taxes  to  be  levied  and  collected  as  all  other  special 
school  revenue. 

;.    ENUMERATION  OF  CHILDREN. 

In  order  that  the  provisions  of  this  act  may  be  more  definitely  en- 
forced it  is  hereby  provided  that  the  enumerators  of  school  children  in 
taking  the  annual  school  census  shall  ascertain  and  record  the  place  and 
date  of  birth  of  every  child  enumerated,  and  the  parent,  guardian  or 
custodian  of  such  child  shall  subscribe  and  take  oath  or  affirmation  that 
such  record  is  true.  The  enumerator  is  hereby  empowered  to  administer 
such  oath  or  afiirmation,  and  any  parent,  guardian  or  custodian  of  any 
child  who  shall  refuse  to  take  such  oath  or  afiirmation  shall  be  adjudged 
guilty  of  a  misdemeanor  and  upon  conviction  thereof  shall  be  fined  any 
sum  not  less  than  one  dollar  ($1.00). 

fc.    NAMES  OF  CHILDREN  FURNISHED  TRUANT  OFFICER. 

On  the  first  day  of  school  the  trustees,  boards  of  trustees,  or  com- 
missioners of  school  corporations,  shall  furnish  the  truant  oflEicer  with  the 
names  of  the  children  of  compulsory   age  who   are  enumerated  on  the 


120  EDUCATION  IN  INDIANA. 

regular  eninneration  lists.  These  names  shall  be  alphabetically  arranged 
and  give  all  the  information  contained  in  the  regular  enumeration 
returns.  The  county  commissioners  shall  provide  necessary  postage  and 
such  blanks  as  may  be  required  by  the  state  board  of  truancy  or  the 
state  superintendent  of  public  instruction. 


B.    STATISTICS  ON  TRUANCY. 

Truancy  is  the  primary  school  of  crime;.  This  is  the  substance 
of  the  testimony  of  the  judges  of  many  juvenile  courts.  Since  the 
establishment  of  children's  courts  in  one  after  another  of  our 
larger  cities,  it  has  been  found  that  most  of  the  cases  of  juvenile 
delinquency  began  with  truancy.  A  well-executed  compulsory 
education  law  is  of  the  greatest  value  as  a  preventive  of  crime. 
Since  the  enactment  of  the  first  truancy  law  in  this  state,  in  1897, 
the  results  have  been  noteworthy.  The  reports  of  all  of  the  truant 
officers  for  the  last  year  have  been  compiled  and  the  information 
gathered  from  them  is  as  interesting  as  that  of  the  preceding  years. 

The  law  provides  for  the  appointment  of  one  truant  officer  in 
each  county,  with  additional  officers  in  counties  having  large 
cities.  This  results  in  one  officer  in  each  of  eighty-one  counties, 
two  in  seven  counties  and  three  in  three  counties,  while  in  Marion 
county  the  city  of  Indianapolis  has  five  officers  and  the  county 
one.  Through  the  efforts  of  these  110  officials,  23,267  children 
were  brought  into  school  during  the  1902-1903  term — 22,135  to 
the  public  schools  and  1,132  to  the  private  or  parochial  institu- 
tions. This  was  accomplished  at  a  financial  outlay  of  $19,209.91 
for  the  salaries  of  officers  and  $20,215.02  for  clothing  and  books 
given  poor  children — a  total  of  $39,424.93,  or  an  average  of  $1.69 
for  each  child  brought  into  school.  The  aid  furnished  was  given  to 
8,618  children,  of  whom  8,313  went  to  the  public  schools  and  305 
to  the  private  schools.  In  the  performance  of  their  duties,  the 
truant  officers  made  72,223  visits  to  the  homes  of  truant  children 
and  the  schools,  and  15,650  days  were  spent  in  this  service.  Under 
the  provision  of  the  law  which  permits  the  truant  officer  to  pros- 
ecute parents  who  violate  the  law,  325  prosecutions  were  made 
during  the  year,  all  but  sixty-five  of  these  being  successful.  In 
twenty-seven  counties  no  prosecutions  were  made ;   in  forty-five 


EDUCATION  IN  INDIANA.  121 

there  were  from  one  to  five.  St.  Joseph  county  had  the  highest 
number,  t^\nenty-fi^'e ;  Vigo  came  next  with  twenty-four ;  Jefferson 
county  had  twenty,  Boone  county,  seventeen;  Grant  and  Vermil- 
lion each  thirteen,  and  Marion  county  eleven. 

The  ofiicers  of  two  counties,  Steuben  and  Miami,  report  no 
children  brought  into  school.  Martin  county  reports  one.  Twenty- 
eight  counties  report  less  than  100;  twenty-two  counties  from  100 
to  200 ;  fourteen  counties  from  200  to  300 ;  thirteen  counties  from 
300  to  400 ;  five  counties  from  400  to  500.  The  following  counties 
report  the  highest  numbers:  Madison,  568  ;  Dubois,  62Y;  Henry, 
630;  Laporte,  656;  St.  Joseph,  769;  Marion,  2,049;  Vigo,  2,485. 

In  a  tabulated  form  the  reports  of  truant  ofiicers  for  the  school 
term  1902-1903  make  the  following  showing: 

Number  truant  officers  in  state 110 

Total  amount  salaries  paid $19,209.91 

Number  days  spent  in  service 15,650 

Number  visits  made 72,22.3 

Number  pupils  brought  into  school 23,267 

Number  of  above  attending  public  schools 22,135 

Number  of  above  attending  private  schools 1,132 

Number  who  received  aid 8,618 

Number  aided  attending  public  schools 8,313 

Number  aided  attending  private  schools 305 

Total  cost  of  assistance  given 20,215.02 

Number  of  prosecutions 325 

Number  of  prosecutions  successful 260 

Number  of  prosecutions  not  successful 65 

Salaries   19,209.9] 

Assistance 20,21.5.02 

Total  cost  of  administering  the  law $39,424.93 

Amount  per  capita  spent  for  children  brought  into  school $1.69 

Amount  per  capita  spent  for  children  aided  to  attend  school 2.34 


C.   THE  INFLUENCE  AND  COST  OF  EXECUTING  THE 
COMPULSORY  EDUCATION  LAW. 

The  number  of  children  brought  into  the  schools  and  the  cost 
of  enforcing  the  law  since  its  passage  in  1897  as  shown  bv  the 
reports  of  the  secretary  of  the  board  of  state  charities  are  as 
follows : 


122  EDUCATION  IN  INDIANA, 

No.  CMldren  Cost  in  Salaries 

Brought  into  and  Assistance 

the  Schools.  to  Poor  Children. 

1898   21,447  $51,351  04 

1899   19,160  43,442  54 

1900   28,974  48,344  31 

1901 25,025  47,686  98 

1902   24,784  36,745  80 

1903  23,267  39,424  93 


D^   THE  CHILD-LABOR  LAWS  OF  INDIANA  ASSIST  IN 

THE  EXECUTION  OF  THE  COMPULSORY 

EDUCATION  LAW. 

The  child-labor  law  follows : 

Sec.  2.  No  child  under  fourteen  years  of  age  shall  be  employed  in  any 
manufacturing  or  mercantile  establishment,  mine,  quarry,  laundry,  reno- 
vating Avorks,  bakery  or  printing  office  within  this  state.  It  shall  be  the 
duty  of  every  person  employing  young  persons  under  the  age  of  sixteen 
years  to  keep  a  register,  in  Avhich  shall  be  recorded  the  name,  birthplace, 
age  and  place  of  residence  of  every  person  employed  by  him  under  the 
age  of  sixteen  years;  and  It  shall  be  unlawful  for  any  proprietor,  agent, 
foreman  or  other  person  connected  with  a  manufacturing  or  mercantile 
establishment,  mine,  quarry,  laundry,  renovating  works,  bakery  or  print- 
ing office  to  hire  or  employ  any  young  person  to  work  therein  without 
there  is  first  provided  and  placed  on  file  in  the  office  an  affidavit  made  by 
the  parent  or  guardian,  stating  the  age,  date  and  place  of  birth  of  said 
young  person ;  if  such  young  person  have  no  parent  or  guardian,  then  such 
affidavit  shall  be  made  by  the  young  person,  which  affidavit  shall  be  kept 
on  file  by  the  employer,  and  said  register  and  affidavit  shall  be  produced 
for  inspection  on  demand  made  by  the  inspector,  appointed  under  this 
act.  There  shall  be  posted  conspicuously  in  every  room  where  young 
persons  are  employed,  a  list  of  their  names,  with  their  ages,  respectively. 
No  young  person  under  the  age  of  sixteen  years,  who  is  not  blind,  shall 
be  employed  in  any  establishment  aforesaid,  who  can  not  read  and  write 
simple  sentences  in  the  English  language,  except  during  the  vacation  of 
the  public  schools  in  the  city  or  town  where  such  minor  lives.  The  chief 
inspector  of  the  department  of  inspection  shall  have  the  power  to  demand 
a  certificate  of  physical  fitness  from  some  regular  physician  in  the  case 
of  young  persons  Avho  may  seem  physically  unable  to  perform  the  labor 
at  which  they  may  be  employed^  and  sliall  have  the  poAver  to  prohibit  the 
employment  of  any  minor  that  can  not  obtain  such  a  certificate." 


EDUCATION  IN  INDIANA.  123 

E.    ILLITERACY  IN  INDIANA. 

The  inquiry  of  tile  ISTational  Census  Bureau  with  respect  to  the 
literacy  of  the  population  does  not  apply  to  persons  under  ten  years 
of  age,  but  '^covers  a  return  on  the  population  schedule  concerning 
the  ability  of  each  person  ten  years  of  age  and  over  to  read  and 
write  in  any  language;  that  is,  the  test  of  literacy  is  based  upon 
one's  ability  to  read  and  write  not  necessarily  the  English  lan- 
guage, but  the  language  ordinarily  spoken  by  him."  The  inquiry 
into  illiteracy  naturally  developed  the  fact  that  there  are  two 
classes  of  illiterates :  (1)  Persons  who  can  neither  read  nor  write  ; 
(2)  p»Fsons  who  can  read  (in  a  limited  way)  but  can  not  write. 
In  giving  the  figures  below  both  classes  are  represented  in  the 
totals  and  per  cents. : 

I.    Total  population  of  United  States,  ten  years  of  age  and  over: 

(a)  In  1880  36,761,607 

(b)  In  1890   47,413,559 

(e)    In  1900    57,949,824 

II.    Illiterates  in  United  States,  ten  years  of  age  and  over: 

in)    In  1880   .  u 6,239,958 

(b)  In  1890   6,324,702 

(c)  In  1900   6,180,069 

III.  Per  cent,  of  illiteracy  in  United  States: 

(a)  In  1880   17      percent. 

(b)  In  1890 18.3  per  cent. 

(c)  In  1900    10.7  Pier  cent. 

IV.  Total  population  of  Indiana,  ten  years  of  age  and  over: 

(a)  In  1880   1,468,095 

(b)  In  1890   1,674,028 

(c)  In  1900  1,968,215 

V.    Total  illiterate  population  of  Indiana,  ten  years  of  age  and  over: 

(a)  In  1880   110,761 

(b)  In  1890  - 105,829 

(c)  In  1900 90,539 

VI.    Per  cent,  of  illiteracy  on  total  population  of  Indiana,  ten  years  of 

age  and  over: 

(a)  In  1880   7.5  per  cent. 

(b)  In  1890   6.3  per  cent. 

(c)  In  1900 4.6  per  cent. 

(This  showing  is  better  than  that  of  any  other  state  lying 
to  the  east  of  us,  save  Ohio.) 
VII.    Illiterate  male  population,  ten  years  of  age  and  over: 
1.    In  the  United  States— 

(a)  In  1880,  2,966,421, 15.8  per  cent,  of  males  of  age  as  above. 

(b)  In  1890,  3,008,222,  12.4  per  cent,  of  males  of  age  as  above. 

(c)  In  1900,  3,055,056,  10.2  per  cent,  of  males  of  age  as  above. 


124 


EDUCATION  IN  INDIANA. 


2,    In  Indiana— 

(a)     In  1880, 


XI. 
1. 


,033,  6.9  per  cent,  of  males  of  age  as  above. 


(b)  In  1890,  49,505,  5.8  per  cent,  of  males  of  age  as  above. 

(c)  In  1900,  43,763,  4.3  per  cent,  of  males  of  age  as  above. 

III.    Illiterate  female  population,  ten  years  of  age  and  over: 

1.  In  the  United  States— 

(a)  In  1880,  3,273,537,  18.2  per  cent,  of  females  of  age  as  above. 

(b)  In  1890,  3,316,480,  14.4  per  cent,  of  females  of  age  as  above. 

(c)  In  1900,  3.191.801.  11.3  per  cent,  of  females  of  age  as  above. 

2.  In  Indiana— 

(a)  In  1880,  58.728,  8.2  per  cent,  of  females  of  age  as  above. 

(b)  In  1890,  56.324,  6.9  per  cent,  of  females  of  age  as  above. 

(c)  In  1900,  46,776,  4.9  per  cent,  of  females  of  age  as  above. 

IX.    Illiterate  native  white  population,  ten  years  of  age  and  over: 

1.  In  the  United  States— 

Total 
Population 
of  Such  Age. 

(a)  In  1880   25,785,789 

(b)  In  1890 33,144,187 

(c)  In  1900 41,363,565 

2.  In  Indiana— 

(a)  In  1880 1,297,159 

(b)  In  1890 1,495,302 

(c)  In  1900 1,780,458 

(This   is   larger   than    in   the 
states.) 


New 


Illiterate 
Population 
of  Such  Age. 

Per 

Cent. 

2,255,460 

8.7 

2,065,003 

6.2 

1,916,434 

4.6 

87,786 

6.8 

78,638 

5.3 

63,800 

3.6 

England   and 

Eastern 

X.    Illiterate  colored  population,*  ten  years  of  age  and  over: 

1.    In  the  United  States— 

Total 

Population 

of  Age  as 

Above. 

(a)  In  1880 4,601,207 

(b)  In  1890 5,482,485 

(c)  In  1900 6,810,934 


In  Indiana— 

(a)  In  1880 

(b)  In  1890 

(c)  In  1900 


29,140 
35,694 
47,355 


Total  ni iterate 

Pop  K  hit  ion— Kin  d 

and  Age  as 

Above. 

Per 

Cent. 

3,220,878 

70.0 

3,112,128 

56.8 

3,037,252 

44.6 

10,363 

35.6 

11,495 

32.2 

10,680 

22.6 

Illiterate  negro  population,  ten  years  of  age  and  over: 
In  the  United  States— 

(a)  In  1900 Males   43.0  per  cent. 

(b)  In  1900 Females    45.8  per  cent. 

(c)  In  1900 •^. .  .Both  sexes  44.4  per  cent. 

In  Indiana— 

(a)  In  1900 Males   21.7  per  cent. 

(b)  In  1900 Females    23.4  per  cent. 

(c)  In  1900 Both  sexes    22.6  per  cent. 


*Persons  of  negro  descent,  Chinese,  Japanese  and  Indians. 


EDUCATION  IN  INDIANA.  125 

XII.    Illiterate  native  wliite  poinilatioii  of  native  parentage,  ten  to  four 
teen  years  of  age: 

1.  In  the  United  States— 

(a)  In  18D0   6.7  per  cent. 

(b)  In  1900 4.4  per  cent. 

2.  In  Indiana— 

(a)  In  1890   2.0  per  cent. 

(b)  In  1900   0.5  per  cent. 

(Good  showing  for  modern  schools.) 

XIII.  Illiterate  foreign  white  population,  ten  to  fourteen  years  of  age: 

1.  In  the  United  States— 

(a)  In  1890   5.9  per  cent 

(b)  In  1900 5.6  per  cent. 

2.  In  Indiana— 

(a)  In  1890  3.4  per  cent. 

(b)  In  1900  2.0  per  cent. 

(Good  showing.) 

XIV.  Illiterate  negro  population,  ten  to  fourteen  years  of  age: 

1.  In  the  United  States— 

(a)  In  1900   30.1  per  cent. 

2.  In  Indiana— 

(b)  In  1900 1.5  per  cent. 


VIII.     Teachers'  and  Young  People's 
Reading  Circles. 


1.  TEACHEES'  EEADING  CIKCLE. 

At  a  meeting  of  the  Lidiana  teachers'  association  held  at  Indian- 
opolis  December,  1883,  the  first  steps  were  taken  toward  the  organ- 
ization of  the  Indiana  teachers'  reading  circle.  According  to  a  res- 
olution introduced  by  W.  A.  Bell  it  was  decided  that  this  circle  be 
under  the  care  and  direction  of  the  association  and  that  this  asso- 
ciation choose  a  board  of  directors,  select  a  course  of  professional 
and  literary  reading,  issue  certificates  of  progress  and  grant  di- 
plomas as  evidence  of  its  completion. 

The  first  meeting  of  the  board  of  directors  was  held  ^February, 
1884.  At  this  meeting,  after  a  full  discussion  of  the  ways  and 
means  to  be  employed,  a  committee  on  plans  of  organization  was 
appointed.     A  month  later  this  committee  reported  the  following 

plan: 

«■■■-- 

THE  PLAN  OF  ORGANIZATION. 

■(See  Present  Plan  of  Organization  at  close  of  this  division.) 

1.  Any  teacher  or  other  persons  in  the  state  of  Indiana  may  become 
a  member  of  this  circle  by  forwarding  his  name  to  the  manager  of  his 
county,  together  with  a  pledge  faithfully  to  pursue  the  prescribed  course 
of  study,  and  paying  a  fee  of  twenty-five  cents  for  the  present  year,  and 
for  future  years,  such  fees  as  may  be  decided  upon  at  the  beginning  of 
the  year. 

2.  In  case  there  is  no  manager  within  a  county,  any  teacher  may 
become  a  member  of  the  state  circle  and  receive  all  the  benefits  of  the 
same  by  applying  to  the  manager  of  an  adjoining  county.  The  members 
of  the  state  circle  resident  in  any  town,  township  or  neighborhood,  may 
form  a  local  circle  which  shall  meet  once  every  week  or  fortnight',  as 
they  may  elect,  for  the  purpose  €if  reading  and  discussion. 

3.  Each  local  circle  shall  elect  a  secretary,  whose  name  shall  be 
reported  to  the  county  manager,  and  who  shall  act  as  the  medium  of 
communication  between  the  local  circle  and  the  county  manager;  but 
this  provision  shall  not  preclude  the  possibility  o£  indf\iduals  who  are  not 
members  of  a  local  circle  reporting  directly  to  the  county  manager. 

(126) 


EDUCATION  IN  INDIANA.  127 

4.  The  general  direction  of  the  worlv  in  each  county  shall  be  placed 
in  charge  of  the  county  superintendent  or  other  person  to  be  appointed 
by  the  state  board  of  directors,  who  shall  be  called  the  county  manager. 

5.  It  shall  be  the  duty  of  the  county  manager  to  transmit  to  the 
teachers  of  his  county  all  circulars,  books,  examination  questions,  etc., 
issued*  by  the  board  of  directors;  to  solicit  and  transmit  to  the  board  of 
directors  names  of  members  and  membership  fees,  and  all  examination 
papers,  etc.,  that  shall  be  called  for;  and  to  discharge  all  duties  that  may 
devolve  upon  him  as  the  medium  of  communication  between  the  local 
circle  and  the  board  of  directors. 

6.  The  board  of  directors  shall  estabhsh  and  maintain  at  the  capital 
of  the  state  a  bureau  under  the  charge  of  the  secretary  of  the  board,  to 
whom  all  communications  from  county  managers  shall  be  addressed. 
Said  bureau  shall,  for  the  present,  be  located  at  the  office  of  the  state 
superintendent  of  public  instruction. 

7.  It  shall  be  the  duty  of  the  state  board  of  directors  to  arrange  and 
prescribe  two  or  more  lines  of  reading,  along  which  the  reading  of  the  local 
circle  and  individual  members  sliall  be  pursued;  but  the  amount  of  read- 
ing to  be  done  within  any  given  time  and  other  details  of  the  worlv  not 
herein  provided  for  shall  be  arranged  by  the  county  manager  in  conjunc 
tion  with  the  secretaries  of  the  local  circles  of  the  county. 

8.  It  shall  be  the  duty  of  the  state  board  of  directors  to  make  provi- 
sions for  all  requisite  examinations  of  the  issuance  of  certificates  and 
diplomas. 

The  results  of  the  first  four  years  of  the  history  of  the  circle 
very  fully  justified  the  efforts  made  to  improve  the  professional 
spirit  among  the  teachers  of  the  state.  It  had  been  proved  beyond 
a  doubt  that  the  teachers  were  growing,  were  becoming  more 
interested,  more  skillful,  more  intelligent  in  their  work.  However, 
much  progress  had  been  made,  there  was  an  important  step  taken 
in  1888  in  the  adoption,  as  a  part  of  the  reading  for  the  next  year, 
Hawthorne's  "Marble  Faun"  and  Carlyle's  ^^Heroes  and  Hero 
Worship."  The  work  done  in  the  study  of  real  literature  rather 
than  a  study  about  literature  was  an  epoch-making  experience 
among  the  rank  and  file  of  the  teachers  of  the  state.  When  they 
had  completed  the  year's  work,  helped  by  a  suggestive  plan  of  study 
for  the  Marble  Faun,  for  instance,  they  had  learned  something 
about  how  to  get  real  culture  from  the  poet,  and  the  novelist.  In 
short  this  year's  work  marked  a  period  of  greatest  growth  in  char- 
acter, in  insight,  that  the  circle  had  yet  known.  Many  teachers  had 
been  reached  and  helped  who  had  not  had  opportunities  in  normal 
schools  and  colleges.  Many  were  so  inspired  by  their  entrance  into 
the  fields  of  truth.     It  had  been  felt  by  many  that  this  pursuit  of 


128  EDUCATION  IN  INDIANA. 

general  culture  contributes  more  to  the  equipment  of  the  teacher 
than  does  the  study  of  purely  professional  lines  of  thought. 

The  state  board  of  education  has  recognized  the  importance  of 
the  teachers'  reading  circle  to  the  profession  by  offering  credits  on 
examination  for  county  and  state  licenses.  At  the  October  meet- 
ing, 1885,  the  following  order  was  passed  by  the  board:  '^Ordered 
that  the  reading  circle  examinations  in  the  science  of  teaching 
(science  of  education  or  theory)  be  accepted  by  the  county  superin- 
tendents in  place  of  the  county  examinations  on  that  subject,  and 
that  the  average  of  their  four  successive  yearly  examinations  in 
the  science  of  teaching  be  accepted  by  the  state  board  of  education 
in  the  examination  for  state  certificates." 

Again  at  the  May  meeting,  1896,  the  following  order  was  unan- 
imously adopted:  '^Ordered  that  the  reading  circle  examinations 
in  the  general  culture  book  be  accepted  by  the  county  superintend- 
ents in  place  of  the  county  examinations  in  literature,  and  that  the 
average  of  their  four  successive  yearly  examinations  in  the  general 
culture  books  be  accepted  by  the  state  board  (of  education)  in  the 
examinations  for  state  certificates." 

The  growth  of  interest  has  been  most  gratifying.  It  is  not  an 
unusual  thing  for  a  new  venture  to  meet  with  success  in  the 
beginning  and  then  gradually  lose  its  hold  and  pass  into  neglect, 
leaving  little  but  a  remembered  failure.  But  the  Indiana  teachers' 
reading  circle  has  steadily  grown,  each  year  fully  justifying  its 
existence  by  the  improvement  in  the  work  done  in  the  schools  as  a 
direct  result  of  the  fostering  of  higher  educational  standards,  and 
of  encouraging  a  finer  professional  spirit. 

The  membership  for  1887-8  was  in  round  numbers  7,000,  every 
county  in  the  state,  and  in  thirty  counties  almost  every  district, 
being  represented  in  this  membership. 

The  membersliip  for  1902-3  was  13,274,  every  county  in  the 
state  being  represented.  This  was  an  average  of  144  members 
for  each  county.  The  highest  membership  for  any  one  county  was 
300 ;  the  lowest  52.  These  two  counties  had  356  and  78  teachers 
respectively. 


EDUCATION  IN  INDIANA.  129 

2.     YOUJS^G  PEOPLE'S  KEADING  CIKCLE. 

In  the  summer  of  1887,  at  a  meeting  of  the  state  association  of 
county  superintendents  a  report  of  the  very  satisfactory  progress 
made  by  the  teachers'  reading  circle  in  the  four  years  then  passed, 
was  presented.  After  this  report  was  made  it  was  suggested  that 
the  work  should  begin  with  the  children.  Following  this  sugges- 
tion, at  a  meeting  of  the  state  teachers'  association  in  1887,  a 
committee  was  appointed  to  consider  the  feasibility  of  such  a 
movement  and  this  committee  made  the  following  report  which  was 
unanimously  adopted  by  the  association : 

We  regard  the  subject  one  of  the  highest  importance.  To  place  the 
general  reading  of  the  half  million  of  children  of  the  public  schools  under 
competent  guidance  and  control,  even  to  a  limited  extent,  would  in  our 
judgment,  be  productive  of  most  beneficial  results.  To  substitute  for  the 
trashy  and  often  vicious  reading  matter,  which  finds  its  way  into  the 
hands  of  children  and  youth,  a  grade  of  literature  at  once  sound  in  its 
content,  chaste  in  its  language  and  imagery,  and  pure  in  its  moral  tone, 
is  an  end  which  may  properly  command  the  best  and  most  earnest  efforts 
of  this  association,  and  of  the  teachers  of  Indiana.  To  your  committee 
the  enterprise  proposed  seems  a  means  for  accomplishing,  in  a  measure, 
this  highly  desirable  end. 

By  vote  of  the  association  the  organization  and  management  of  a 
young  people's  reading  circle  was  referred  to  the  board  of  directors 
of  the  teachers'  reading  circle.  Accordingly  the  work  was  at  once 
undertaken.  The  guiding  thought  from  the  beginning  has  been 
to  avoid  making  the  reading  in  any  sense  a  task.  There  has  been 
done  everything  to  avoid  the  routine  of  school  work  for  it  has  been 
felt  that  the  purpose  of  the  reading  would  be  largely  defeated  if 
the  children  should  come  to  look  upon  it  as  an  additional  task  to  be 
performed  under  compulsion..  There  have  been  no  examinations 
given,  no  set  ways  of  reading  suggested.  The  purpose  of  introduc- 
ing the  children  to  the  best  in  books  suited  to  their  needs  has  been 
felt  to  be  the  highest  service  that  could  be  performed  in  this  connec- 
tion. Of  course,  much  good  has  been  done  by  tactful  teachers  in 
making  the  children  desirous  of  looking  into  these  books  for  them- 
selves. 

It  has  been  the  aim  to  place  no  book  upon  these  children's  lists 
from  year  to  year  which  was  not  worthy  as  literature.  Whatever 
quality  it  might  possess  of  value,  however  interesting,  however  full 
of  information,   the  book  has   been   subjected   to   scrutiny  as  to 

9— Edocation. 


130  EDUCATION  IN  INDIANA. 

whether  it  were  an  artistic  production,  worthy  as  literature, 
whether  a  beautiful  expression  of  truth.  Books  have  been  selected 
appealing  to  a  wide  variety  of  tastes  and  interests.  Books  of 
fiction,  travel,  biography,  science,  nature  study,  poetry,  history 
have  been  included. 

Under  the  plan  of  organization  the  reading  of  one  book  in  the 
year's  list  is  sufficient  to  constitute  a  membership  in  the  circle.  A 
card  of  membership  has  been  awarded  each  member. 

The  wisdom  of  separating  the  reading  of  these  books  from  the 
regular  school  work  has  impressed  itself  more  and  more  upon  those 
who  have  observed  the  progress  of  the  work.  There  has  been  all 
over  the  state  a  very  noticeable  elevation  of  the  taste.  A  very 
strong  current  of  influence  has  set  in  against  the  trashy  vicious 
stuff  so  much  of  which  is  waiting  to  corrupt  the  morals  of  the 
youth  of  luany  communities.  These  books  selected  for  the  young 
people  have  done  their  good  Avork  not  only  for  the  children  but  they 
have  gone  into  the  homes  and  have  interested  the  older  members  of 
the  family.  So  they  have  created  a  demand  for  more  of  the  best 
books. 

From  sixteen  to  twenty  books  are  selected  for  each  year,  distrib- 
uted into  five  groups :  ( 1 )  Those  for  second  grade,  ( 2 )  those  for 
third  grade,  (3)  those  for  fourth  and  fifth  grades,  (4)  those  for 
sixth  and  seventh  grades,  (5)  those  for  eighth  and  advanced 
grades. 

Previous  to  the  year  1902-03,  352,481  books  had  been  distrib- 
uted throughout  the  state.  During  this  same  year  and  up  to  April 
1,  1904,  114,132  were  added,  making  a  grand  total  of  4J36,613 
books  now  in  the  young  people's  reading  circle  libraries.  This 
makes  an  average  of  5,0 Yl  for  each  county.  The  highest  number 
owned  by  any  one  county  is  16,369 ;  the  lowest  631. 

The  enumeration  for  1902-03  was  560,523  children  of  school 
age.  Of  this  number  more  than  200,000  were  members  of  the 
circle. 

Within  the  twenty  years  that  this  work  has  been  carried  on, 
experience  has  suggested  -siarious  changes  in  the  organization  and 
management  of  the  affairs.  At  first,  Avhen  the  Avork  Avas  neA\^,  there 
Avere  many  difficulties  Avhich  have  gradually  been  OA^ercome.  One 
of  the  most  gratifying  results  obserA^ed  has  been  the  fact  that  such 
a  market  for  the  best  books  has  been  created  tliat  the  A^ery  best 


EDUCATION  IN  INDIANA.  131 

publishers  have  come  to  think  it  worth  their  while  to  supply  books 
at  very  much  lower  rates  than  had  before  been  possible. 

In  1886  by  action  of  the  state  teachers'  association,  the  state 
superintendent  of  public  instruction  was  made,  "ex-officio,"  a 
member  of  the  board  of  directors  of  the  reading  circle. 

Another  change  was  made  in  the  abolition  of  both  membership 
and  examination  fees  from  members.  During  the 'first  three  years 
of  the  circle  there  were  charged  a  fee  of  twenty-five  cents  for 
membership,  and  an  additional  twenty-five  cents  for  examiilation, 
the  former  going  to  the  board  of  directors,  and  constituting  a  fund 
for  running  expenses,  the  latter  to  county  managers  as  remunera- 
tion for  the  examinations.  The  returns  from  both  were  so  small 
as  to  meet  but  a  fraction  of  the  expense.  So  no  remuneration  was 
furnished  for  time  spent  or  services  rendered  by  either  local  or 
state  directors.  In  1887,  with  the  prospect  of  larger  sales,  some- 
what lower  rates  were  secured  from  publishers  with  the  provision 
also  that  the  discount  usually  allowed  the  trade  should  be  paid  to 
the  board.  This  arrangement  proved  a  double  gain  in  that  it 
secured  to  teachers  a  lower  rate  on  the  books,  and  gave  a  definite 
income  for  the  management  in  proportion  to  the  membership. 

PRESENT  PLAN  OF  ORGANIZATION. 

In  December,  1897,  the  following  constitution,  rules  and  regu- 
lations for  the  government  of  the  board  of  directors  were  author- 
ized by  the  state  teachers'  association : 

1.  The  Indiana  state  teachers'  association  hereby  constitutes  the 
board  of  directors  for  the  Indiana  teachers'  and  young  people's  reading 
circles,  and  adopts  the  following  rules  and  regulations  for  its  government. 

2.  The  aforesaid  board  of  directors  shall  be  composed  of  seven  mem- 
bers, including  the  state  superintendent  of  public  instruction,  who  shall 
be  ex-officio  a  member  of  the  board.  Of  the  remaining  six  members,  at 
least  one  shall  be  a  county  superintendent;  at  least  one  a  city  superin- 
tendent, and  the  remainder  shall  be  chosen  from  the  teaching  profession 
at  large. 

3.  No  member  of  a  publishing  firm,  or  agent  of  such  firm,  s^iall  be 
eligible  to  membership  on  this  board.  Should  any  member  of  this  board 
become  a  member  of  a  publishing  firm,  or  agent  of  such  firm,  within  the 
term  for  which  he  was  appointed  to  this  board,  his  membership  herein 
shall  immediately  cease,  and  the  state  teachers'  association  shall  at  its 
next  meeting  fill  the  vacancy  thus  arising  from  the  unexpired  portion  of 
said  term. 


132  EDUCATION  IN  INDIANA. 

4.  The  members  of  this  board,  except  the  state  superintendent  of 
public  instruction,  wliose  membership  shall  be  concurrent  with  his  in- 
cumbency of  the  state  superintendency,  shall  be  appointed  by  the  state 
teachetsi  association  In  annual  convention  for  a  term  of  three  years,  or 
until  their.,  successors  are  appointed. 

5.  Stiou)4  any  member  of  the  board  of  directors  leave  the  teaching 
professipQ  or  quit  active  school  work,  his  membership  shall  immediately 
cease.  At  each  annual  meeting  of  the  state  teachers'  association,  the 
members  of  the  reading  circle  board  of  directors  shall  meet  and  organize 
for  the  ensuing  year. 

7.  The  members  of  this  board  shall  receive  a  per  diem  of  four  dollars 
and  actual  expenses,  for  all  time  employed  in  discharging  the  duties 
devolving  upon  them  as  members  of  said  board;  but  no  member  shall 
receive  any  additional  per  diem  or  salary  as  an  officer  of  the  board.  The 
board  shall  allow  and  pay  the  secretary  such  reasonable  salary  as  will 
be  a  fair  compensation  for  the  duties  performed. 

8.  It  shall  be  the  duty  of  this  board  to  plan  a  course  of  reading  from 
year  to  year,  to  be  pursued  by  the  public  school  teachers  of  Indiana,  to 
provide  for  examination  on  the  said  course  and  to  prepare  questions  for 
the  same;  to  issue  certificates  to  such  teachers  as  pass  the  examination 
satisfactorily,  and  to  issue  diplomas  to  such  teachers  as  pass  the  exami- 
nations in  four  successive  years  satisfactorily. 

It  shall  also  be  the  duty  of  this  board  to  plan  a  course  of  reading, 
from  year  to  year,  to  be  pursued  by  the  pupils  in  the  public  schools  in 
Indiana,  and  to  make  such  rules  and  regulations  as  to  examinations,  cer- 
tificates and  diplomas,  in  the  young  people's  reading  circle,  as  the  board 
may  deem  desirable  and  practicable. 

It  shall  be  the  further  duty  of  this  board  to  select  the  books  to  be  read 
in  such  teachers'  and  young  peoples  courses;  to  make  the  most  favorable 
terms  with  the  publishers  as  to  prices  of  such  books  to  members  of  the 
two  reading  circles,  and  to  provide  a  plan  for  a  convenient  and  inexpens- 
ive distribution  of  the  books  to  the  teachers  and  pupils. 

9.  At  each  annual  meeting  of  the  state  teachers'  association,  this 
board  shall  make  a  report  of  the  receipts  and  disbursements  for  the  year 
just  closing  and  of  such  other  items  as  in  its  judgment  shall  be  of  interest 
to  the  association,  or  as  the  association  may  from  time  to  time  request. 
At  each  annual  meeting  of  the  association,  an  auditing  committee  shall 
be  appointed  'for  the  coming  year,  to  audit  the  books  and  accounts  of  the 
reading  circle  board.  At  each  meeting  of  the  association,  the  report  of 
this  auditing  committee  shall  be  appended  to  the  report  of  the  board  of 
directors  and  shall  be  a  part  of  the  report  of  that  board  to  the  state 
teachers'  association. 

10.  This  constitution,  rules  and  regulations  may  be  amended,  revised, 
or  annulled  by  a  majority  vote  at  any  annual  meeting  of  the  Indiana  state 
teachers'  association. 


IX.    Associations  and  Institutes, 


A.    ASSOCIATIONS' 
1.     STATE  TEACHEES'  ASSOCIAITOK 

a.    HISTORICAL  SKETCH. 

Prepared  by  A.  C.  Sliortridge,  W.  A.  Bell,  W.  E.  Henry,  Committee  ap- 
pointed by  State  Teachers'  Association,  December,  1903. 

In  accordance  with  resolutions  previously  passed  by  teachers' 
meetings  held  at  Shelby ville  and  Salem,  a  circular  was  issued 
for  the  purpose  of  calling  a  '^convention  of  practical  teachers"  with 
a  view  to  the  organization  of  a  permanent  ''state  teachers'  associa- 
tion." 

This  circular  was  signed  by  the  following  persons : 

Caleb  Mills,  E.  P.  Cole,  B.  L.  Lang,  O.  J.  Wilson,  G.  W.  Hoss, 
Chas.  Barnes,  John  Cooper,  M.  M.  C.  Hobbs,  Rufus  Patch,  T. 
Taylor,  J.  Bright,  Cyrus  INTutt,  James  G.  May,  B.  T.  Hoyt, 
Lewis  A.  Estes,  J.  S.  Ferris,  R.  B.  Abbott,  Geo.  A.  Chase,  Silas 
Baily. 

In  pursuance  of  the  above  call  a  convention  was  held  in  Indian- 
apolis, December  25,  1854. 

The  first  president  was  Rev.  Wm.  M.  Daily,  president  of  the 
state  university. 

The  first  constitution,  which  has  never  been  materially  changed, 
was  prepared  by  Prof.  Caleb  Mills,  then  state  superintendent  of 
public  instruction. 

The  preamble  to  this  constitution  is  worth  remembering.  It 
reads : 

As  harmony  and  concert  of  action  are  highly  necessary  for  the  thor- 
ough and  entire  accomplishment  of  any  important  purpose;  and  believing 
that  it  is  especially  so  in  the  department  of  education,  we,  the  under- 
signed, as  a  means  of  elevating  the  profession  of  teaching,  and  of  pro- 
moting the  interests  of  schools  in  Indiana,  associate  ourselves  together 
under  the  following  constitution. 

(133) 


134     .  EDUCATION  IN  INDIANA. 

The  addresses  at  this  first  meeting  were  as  follows : 


'te 


"Importance  of  civil  polity  as  a  branch  of  conmion  school  educa- 
tion/' by  Prof.  Daniel  Read,  of  the  state  university;  "Graded 
schools/'  by  Dr.  A-.  D.  Lord,  of  Columbus,  Ohio,  editor  of  the 
Educational  Monthly;  "Drawing  in  schools,"  by  Prof.  J.  Brain- 
ard,  of  Cleveland,  Ohio;  "Use  of  the  Bible  in  schools,"  by  Dr. 
R.  J.  Breckenridge,  of  Kentucky,  author  of  the  public  school  sys- 
tem of  Kentucky ;  "Female  education,"  by  Hon.  E.  D.  Mansfield, 
of  Ohio;  and  the  principal  address  of  the  session  Avas  on  "The 
duty  of  the  state  to  provide  for  and  control  the  education  of 
youth,"  by  Hon.  Horace  Mann,  then  president  of  Antioch  College, 
of  Yellow  Springs,  Ohio. 

The  record  shows  that  Calvin  Cutter,  of  Massachusetts,  was 
present,  but  it  does  not  show  that  he  made  an  address.  It  will  be 
remembered  that  Calvin  Cutter  was  the  author  of  one  of  the  first 
if  not  the  first  public  school  physiology  ever  published. 

In  addition  to  the  above  addresses  the  association  considered 
the  following: 

The  supreme  court  had,  a  short  time  before  this,  rendered  a 
decision  to  the  effect  that  local  taxation  for  the  payment  of  teach- 
ers in  the  district  schools  was  illegal.  The  supreme  court,  in  185Y, 
made  a  similar  decision  in  regard  to  incorporated  towns  and  cities. 
This  made  it  impossible  to  keep  the  public  schools  open  more  than 
from  two  to  four  months  in  the  year.  This  was  a  vital  matter  with 
the  teachers  and  it  was  one  of  the  live  topics  in  every  association 
for  several  years. 

After  discussion  a  committee  was  appointed  in  regard  to  the 
establishment  of  an  educational  journal  with  Mr.  E.  P.  Cole  as 
chairman. 

A  resolution  was  adopted  favoring  the  addition  of  history, 
physiology,  political  and  moral  science,  to  the  curriculum  of  com- 
mon school  studies.    It  was 

Resolved,  That  the  members  of  this  association  will  exert  their  utmost 
efforts  to  have  the  Bible  introduced  as  a  reader  or  class  book  into  every 
school  tn  the  state,  in  which  it  is  nof-thus  used  already. 

Resolved.  That  we  recommend  to  the  lesjislature  of  this  state  to  create 
the  office  of  circuit  superintendent  of  public  instruction,  and  to  make  it 
one  of  the  dutie*  of  that  officer  to  hold  a  series  of  teachers'  institutes 
during  each  year,  in  his  circuit. 


EDUCATION  IN  INDIANA.  135 

Resolved,  That  in  case  such  action  is  not  talven  by  our  next  legislature, 
we  hereby  instruct  our  executive  committee  to  hold  institutes  in  different 
parts  of  the  state  in  the  name  of  this  association. 

Resolved,  That  we,  as  teachers,  will  use  all  our  efforts  to  organize 
county  associations  in  our  respective  counties  and  report  our  progress 
at  the  next  meeting  of  our  state  association. 

Resolved,  That  the  delegates  present,  as  far  as  practicable,  appoint  a 
committee  of  one,  whose  duty  it  shall  be  to  report  the  condition  and 
character  of  the  public  schools  in  his  county  at  the  next  meeting  of  this 
association. 

Resolved,  That  a  committee  of  three  be  appointed  to  investigate  the 
claims  of  the  phonetic  method  of  spelling  .  .  .  and  give  their  views 
of  the  propriety  of  introducing  it  into  the  common  schools  of  the  state. 

Resolved,  That  this  association  recommend  to  the  county  examiners, 
throughout  the  state,  to  observe  strictly  the  provisions  of  our  school  law 
in  licensing  teachers;  or  if  any  case  be  found  in  which  circumstances 
seem  to  demand  the  licensing  of  teachers  of  defective  qualifications  for 
a  short  time,  the  examiner  should  inform  such  teacher  that  he  will  not 
receive  a  second  license  until  the  requisitions  of  the  law  shall  be  fully 
satisfied. 

Resolved,  unanimously,  As  the  opinion  of  this  association  that  the  tax 
for  school  libraries  ought  to  be  continued  for  another  period  of  three  years, 
as  a  great  instrumentality  of  popular  education. 

These  resolutions  were  not  reported  by  a  resolution  committee, 
and  adopted  as  a  whole,  but  were  introduced  from  session  to  session 
and  discussed  separately. 

It  will  be  seen  from  the  above  that  many  subjects  vital  to  the 
welfare  of  the  schools  of  the  state  w'ere  considered  in  this  first 
meeting  of  the  association,  and  they  indicate  the  general  purpose 
of  the  organization. 

Among  the  charter  members  were  many  who  continued  for 
years  to  exercise  a  large  influence  in  shaping  the  educational 
forces  of  the  state.  Among  the  more  conspicuous  of  these  are 
Cyrus  !N^utt,  then  of  Centerville,  but  afterward  for  many  years 
president  of  the  state  university;  B.  T.  Hoyt,  then  of  Lawrence- 
burg,  afterward  professor  in  Asbury,  now  DePauw,  university; 
James  G.  May,  of  l!^ew  Albany,  who  continued  in  active  work  till 
he  was  the  oldest  teacher  in  the  state ;  Chas.  Barnes,  for  many 
years  superintendent  of  the  Madison  schools;  Rufus  Patch,  for 
many  years  principal  of  the  Ontario  academy  in  Lagrange  county  ; 
E.  P.  Cole,  then  of  Indianapolis,  but  afterwards  of  Bloomington ; 
Miles  J.  Fletcher,  afterward  superintendent  of  public  instruction ; 
John  B.  Dillon,  Indiana's  most  noted  historian ;  Geo.  W.  Hoss, 


136  EDUCATION  IN  INDIANA. 

afterward  state  superintendent  and  professor  in  the  state  uni- 
versity, and  for  many  years  editor  of  Indiana  School  Journal ; 
Caleb  Mills,  the  second  state  superintendent  of  public  instruction, 
for  many  years  connected  with  Wabash  college,  but  always  in- 
terested in  the  public  schools;  Geo.  A.  Chase,  superintendent 
of  the  Rushville  schools,  who  was  the  first  secretary  of  the  state 
association ;  W.  D.  Henkle,  the  second  editor  of  the  Indiana 
School  Journal,  and  afterward  state  school  commissioner  of  Ohio ; 
Moses  C.  Stephens,  of  Richmond,  for  many  years  professor  of 
mathematics  in  Purdue  university;  John  Cooper,  then  of  Dublin, 
but  afterward  superintendent  of  the  schools  at  Richmond  and 
later  of  Evansville;  and  A.  C.  Shortridge,  then  of  Milton,  but 
afterward  for  many  years  superintendent  of  the  Indianapolis 
schools  and  later  president  of  Purdue  university. 

Out  of  the  178  charter  members,  now  at  the  end  of  fifty  years, 
only  four  of  them  are  living,  so  far  as  the  committee  can  learn, 
viz. :     Hoss,  St/^vons,  Cooper  and  Shortridc^o. 

It  will  be  noticed  that  the  enrollment  of  this  association  reached 
178,  which  was  a  larger  per  cent,  of  the  teachers  at  that  time  than 
is  an  attendance  of  1,000  of  the  teachers  now  employed  in  the 
state,  and  this  in  face  of  the  fact  that  at  that  time  but  few  rail- 
roads entered  Indianapolis. 

The  second  meeting  of  the  association  was  held  at  Madison, 
December  26,  2Y,  28,  1855.  At  this  meetino:  the  committee  ap- 
pointed at  the  previous  meeting  reported  in  favor  of  establishing 
an  educational  journal,  and  after  discussion  it  was 

Resolved,  That  this  association  will  publish  an  educational  journal, 
similar  in  size  and  typojjraphical  execution  to  the  Ohio  Journal  of  Educa- 
tion, that  this  journal  be  conducted  by  nine  editors  appointed  by  this 
association,  one  of  whom  shall  be  styled  the  resident  editor,  and  that  the 
journal  shall  be  furnished  to  subscribers  at  one  dollar  per  annum. 

Geo.  P.  Stone,  superintendent  of  the  Indianapolis  schools,  was 
anpointed  resident  editor.  Members  of  the  association  present 
subscribed  for  425  copies,  and  the  first  issue  appeared  the  follow- 
insr  month,  January,  1856.  "'Por  several  years  the  association 
continued  to  appoint  editors  and  stand  responsible  for  the  finances 
of  the  iournal. 


EDUCATION  IN  INDIANA.  137 

At  this  meeting  on  motion  of  Moses  C.  Stevens  it  was 

Resolved,  That  we,  as  teachers,  believing  the  use  of  tobacco  in  all  its 
forms  to  be  unnecessary  and  injurious,  v^ill  exert  our  influence  to  restrain 
its  use  by  every  laudable  effort. 

The  resolution  was  discussed  and  passed  with  enthusiasm.  Dr. 
Daily,  who  was  presiding,  listened  to  the  discussion  and  put  the 
motion  without  hesitation,  but  continued  chewing  and  spitting 
as  though  nothing  had  happened. 

At  this  meeting  a  committee  was  appointed  to  memorialize  the 
next  legislature  to  provide  means  to  sustain  a  competent  corps  of 
instructors  to  assist  the  state  superintendent  in  conducting  teach- 
ers' institutes  for  at  least  six  months  annually ;  and  also  to  consider 
the  propriety  and  wisdom  of  making  provision  for  the  establish- 
ment of  at  least  two  normal  schools. 

In  August  of  this  same  year  a  semi-annual  meeting  of  the 
association  was  held  at  Lafayette,  at  which  resolutions  were  passed 
in  favor  of  longer  school  terms,  more  frequent  county  institutes, 
higher  standards  for  .teachers,  and  a  state  agent  was  appointed  to 
canvass  for  the  school  journal. 

At  the  meeting  of  185 Y  committees  were  appointed  for  each 
congressional  district,  whose  duty  it  was  to  conduct  teachers'  insti- 
tutes. 

These  speciiic  citations  indicate  clearly  the  scope  of  the  work 
of  the  association.  Its  work  may  be  classed  largely  under  four 
heads :  ( 1 )  To  create  a  better  public  sentiment  in  regard  to  public 
schools;  (2)  To  suggest  and  influence  school  legislation;  (3)  To 
secure  higher  standards  for  teachers  and  better  methods  of  teach- 
ing; (4)  To  extend  the  length  of  the  school  term.  Working  along 
these  lines  the  association  has  accomplished  wonders.  In  1867  the 
same  law  that  had  been  declared  unconstitutional  by  the  supreme 
court  in  1854-7 — the  law  giving  the  people  the  right  to  levy  local 
taxes  for  tuition  purposes — was  re-enacted,  and  so  great  had  been 
the  change  in  public  sentiment  in  ten  years,  that  the  constitution- 
ality of  this  enactment  was  not  tested  for  eighteen  years  and  then 
it  was  declared  constitutional. 

Largely  through  the  influence  brought  to  bear  by  this  association 
the  legislature  of  1865  enacted  laws  adding  physiology  and  U.  S. 
history  to  the  legal  common  school  branches ;  extending  the  powers 
and  duties  of  the  school  examiner;  making  the  legal  age  for  a 


138  EDUCATION  IN  INDIANA. 

child  to  enter  school  six  instead  of  five  years ;  making  the  holding 
of  county  teachers'  institutes  obligatory  upon  examiners. 

At  this  session  also  the  school  law  was  amended  by  the  addition 
of  this  clause :  "The  Bible  shall  not  be  excluded  from  the  public 
schools  of  the  state.'' 

It  will  be  remembered  that  the  first  meeting  of  the  association 
passed  a  resolution  in  regard  to  the  teaching  of  the  Bible,  and  an 
examination  of  the  records  will  show  that  down  to  the  present 
time  there  has  scarcely  been  a  session  held  in  which  Bible  and 
Christian  teaching  has  not  been  commended  in  some  form.  And 
the  record  shows  no  instance  in  which  one  word  has  ever  been 
spoken  against  such  teaching.  This  ought  to  be  conclusive  proof 
that  those  who  denounce  the  public  schools  as  "Godless"  belong 
CO  that  class  who  cannot  distinguish  between  religious  and  dog- 
matic  teaching,  and  that  their  statements  are  libelous. 

The  fight  for  a  state  normal  school,  begun  in  the  second  meeting 
of  the  association,  was  kept  up  until  the  year  1865,  when  the 
normal  school  bill  became  a  law.  This  legislation  was  hastened  be- 
cause of  the  fact  that  the  chairman  of  the  executive  committee  of 
this  association,  A.  C.  Shortridge,  induced  Gov.  O.  P.  Morton  to 
make  an  address  before  the  association  and  to  recommend  in  his 
message  to  the  legislature  the  establishment  of  a  normal  school. 
The  governor  read  to  Mr.  Shortridge  that  part  of  his  message 
which  referred  to  the  normal  school  question  and  asked  for  sugges- 
tions. It  was  further  aided  because  a  member  of  this  association, 
Hon.  B.  E.  Kliodes,  of  Vermillion  county,  was  a  member  of  the 
legislature  and  was  its  chief  supporter. 

^ext  to  the  law  permitting  local  taxation  the  county  superin- 
tendency  law  was  the  most  important  piece  of  school  legislation 
ever  achieved  in  the  state.  It  did  more  to  integrate,  unify, 
and  elevate  the  county  schools  than  any  other  one  law.  This  law 
was  enacted  in  1873  and  was  the  direct  outgrowth  of  the  work  of 
this  association  to  elevate  the  standard  of  teachers  and  to  make 
better  the  district  schools. 

As  will  be  seen  from  the 'above,  that  years  before  the  state  made 
any  provision  for  the  holding  of  township  associations  or  county 
institutes,  this  association  urged  the  holding  of  such  meeting 
voluntarily  and  often  appointed  committees  to  look  after  the  work. 
In  this  way  thousands  of  teachers  were  reached  and  helped. 


EDUCATION  IN  INDIANA.  139 

In  1865  this  association  appointed  John  M.  Olcott  to  hold  a 
state  institute.  It  was  held  at  Knightstown,  and  continued  three 
weeksj  with  an  enrollment  of  131.  In  each  of  the  years  1866, 
1867,  1868,  four  state  institutes  w^ere  held  in  the  four  quarters  of 
the  state.  These  were  under  the  management  of  a  committee 
appointed  by  this  association.  Able  instructors  \yere  brought  from 
other  states  and  the  work  was  of  a  high  order.  It  can  readily  be 
seen  that,  under  the  then  existing  conditions,  this  work  was  of 
great  value. 

In  the  early  history  of  this  state  and  for  many  years  after  the 
organization  of  this  association  no  provision  whatever  was  made 
for  the  education  of  the  negroes.  The  subject  was  frequently 
brought  forward  in  the  association  and  always  aroused  animated 
discussion.  On  one  occasion  a  member  introduced  a  resolution 
favoring  the  education  of  the  negro,  and  the  president  (James  G. 
May)  refused  to  entertain  the  motion.  An  appeal  being  taken  to 
the  association  and  a  majority  deciding  against  the  president  he 
vacated  the  chair  rather  than  put  the  motion,  and  did  not  resume  it 
till  that  question  was  disposed  of. 

Among  the  agencies  for  the  improvement  of  teachers  in  the  state 
is  the  teachers'  reading  circle.  This  originated  in  this  association 
and  is  still  controlled  exclusively  by  it  without  the  help  of  state 
aid.  The  resolution  under  which  the  reading  circle  was  organized 
was  introduced  by  W.  A.  Bell  in  December,  1883,  and  the  reading 
circle  board  was  organized  and  began  its  work  the  following  year. 
This  has  been,  from  the  beginning,  the  most  successful  teachers' 
reading  circle  in  the  United  States  and  has  been  the  means  of  cir- 
culating among  the  teachers  thousands  of  good  books  every  year. 
The  amount  of  good  this  agency  has  done  in  the  last  twenty  years 
can  hardly  be  estimated. 

Another  child  of  this  association  is  the  young  people's  reading 
circle.  It  came  as  the  result  of  a  paper  read  before  the  association 
by  Prof.  Joseph  Carhart,  in  December,  1877,  and  it  began  its 
work  the  following  year.  It  is  under  the  control  of  the  teachers' 
reading  circle  board  and  has  been  managed  in  such  a  way  as  to  be 
a  great  success  from  the  start.  It  is  supplemental  in  a  way  to  the 
legally  constituted  common-school  system,  but  this  does  not  dimin- 
ish in  any  degree  its  power  for  good.     Through  this  agency  good 


140 


EDUCATION  IN  INDIANA. 


books  bj  the  hundred  thousand  go  into  the  hands  of  children  and 
their  homes  every  year. 

In  these  later  years  the  association  has  greatly  increased  its 
scope  and  its  influence  by  providing  for  different  sections  to  occupy 
a  part  of  the  time.  These  sections  are  the  high  school,  primary, 
classical,  English,  mathematical,  musical,  elocution,  county  super- 
intendents, etc.  In  these  sections  the  special  needs  of  the  various 
departments  of  Avork  can  be  considered  and  the  main  association 
can  give  its  time  to  the  discussion  of  the  larger  more  general 
educational  problems. 

Of  course  it  is  not  claimed  that  this  association  has  been  the 
exclusive  agency  in  bringing  about  all  the  educational  reforms 
named  above,  but  it  is  claimed  that  it  inaugurated  many  of  them 
and  has  helped  in  all  of  them. 

This  closes  its  fiftieth  year's  work,  and  it  has  reason  to  be  proud 
of  what  it  has  accomplished.  We  can  all  rest  assured  that  in  the 
future,  as  in  the  past,  it  will  strive  for  what  is  the  highest  and  best. 

Below  we  give  the  names  of  the  various  presidents'  of  the  asso- 
ciation, with  the  dates  of  their  service : 


Wm.  M.  Daily 1854 

Wm.  M.  Daily .1855 

Ghas.    Barnes 1856 

James  G.  May 1857 

Barnabas   G.    Hobbs 1858 

Galeb  Mills 1859 

E.  P.  Gole 1860 

Geo.  A.  Irvine 1861 

Gyrus  Nutt 1862 

A.  K.  Benton 1863 

B.  F.  Iloyt 1864 

E.  T.  Brown 1865 

Geo.  W.  Hoss 1866 

Jos.  F.  Tuttle 1867 

A.  G.  Shortridge 1868 

Joseph  Tingley 1869 

D.   Eckley  Hunter. 1870 

Alex.  M.  Gow 1871 

Wm.  A.  Bell 1872 


Jas.  H.  Smart 1873 

Wm.  A.  Jones 1874 

Geo.  P.  Brown. 1875 

Wm.  H.  Wiley 1876 

J.   H.   Martin 1877 

John  M.   Bloss 1878 

J.  T.  Merrill 1879 

John   Gooper 1880 

H.  B.  Jacobs 1881 

Horace  S.  Tarbell 1882 

John  S.  Irwin 1883 

Harvey  B.  Hill 1884 

E.  E.  Smith 1885 

Gyrus  W.  Hodgin 18S6 

Emma  Mont  McRae 1887 

Lewis  H.  Jones 1888 

J.  A.  Zeller 1889 

W.  W.  Parsons 1890 

E.  B.  Bryan 1891 


EDUCATION  IN  INDIANA.  141 

J.  K  Study 1892  W.  H.  Glascock 1899 

L.  O.  Dale 1893  Eobert  I.  Hamilton 1900 

Joseph   Swain 1894  H.  B.  Brown 1901 

Howard  Sandison 1895  C.  A.  Prosser 1902 

J.  F.  Scull 1896  Charles  A.  Van  Matre .  .  .  1903 

K.  A.  Ogg 1897  Wm.   L.  Bryan 1904 

F.  11  Stalker 1898 

2.     SOLTTHEKN  mDIAl^A  TEACHEES'  ASSOCIATION. 

(K    HISTORICAL  SKETCH. 

The  state  teachers'  association  has  always  contributed  largely  to 
the  interest  which  keeps  alive  the  professional  spirit  among  our 
teachers.  But  it  was  observed  soon  after  its  organization  that 
its  influence  was  not  as  far-reaching  as  it  should  be.  In  order  to 
"bring  together,  annually,  a  large  number  of  teachers  who  seldom 
attend  the  sessions  of  the  state  association,  a  number  of  superin- 
tendents and  teachers  from  the  southern  part  of  the  state  met 
during  the  session  of  the  state  teachers'  association"  held  in 
December,  18YY,  "and  formed  a  new  organization,  called  the 
^Southern  Indiana  teachers'  association.'  "  The  attendance  in 
1902  was  about  2,000. 

h.    PROGRAM. 

Program  Bloomington  Meeting,  April  3,  4  and  5,  1902. 

general  association. 

Thursday,  April  3,  8  p.  m. 

Greetings— (a)    From  the  city  of  Bloomington. 

(b)  From  the  public  schools. 

(c)  From  the  university  of  Indiana. 

Response— Charles  A.  Prosser,  superintendent  schools,  New  Albany. 

Address— Retiring  president,  C.  N.  Peake,  superintendent  schools,  Prince- 
ton. 

Inaugural  Address— President  J.  H.  Tomlin,  superintendent  schools,  Sbel- 
byville. 

Business— Appointment  of  committees,  etc.  "** 

Social  Function— General  reception  to  teachers  by  the  women's  council 
of  the  city  of  Bloomington. 


142  EDUCATION  IN  INDIANA. 

Program  State  Teachers'  Association,  December  26-28,  1901. 
general  association— house  of  representatives. 

Thursday,  December  26,  8  p.  m. 

Invocation-  The  Rev.  H.  C.  Meserve.  pastor  Plymouth  church. 
Music— Viohn  solo.  Prof.  Fred  Noble. 

Address— Retiring-  president,  Supt.  R.  I.  Hamilton,  Huntington. 
Inaugural  Address— "The  Responsibilities  of  the  Educator,"  President  H. 

B.  Brown,  Valparaiso. 
Music— Vocal  solo,  Miss  Effle  C.  Hessin. 
Business— Appointment  of  committees  and  miscellaneous  business. 

Friday,  December  27,  8:30  a.  m. 

Invocation— The    Rev.    Joshua    Stansfield,    Pastor    Meridian-street    M.    E. 

church. 
Music— Piano  solo,  Miss  Olive  Kilgore. 
Symposium— "What  Shall  be  Indiana's  Next  Steps  in  Education?" 

a.  As  to  "Ideals  and  Processes,"  Prof  Howard  Sandison;  20  minutes. 

b.  As  to  "Reforms,"  Prof.  Amos  W.  Butler;  20  minutes. 

c.  As  to  "School  Economy,"  Supt.  F.  L.  Jones;  20  minutes. 

d.  As  to  "Supervision,"  Supt.  Chas.  A.  Van  Matre;  20  minutes. 

e.  As  to  "Manual  Training,"  Supt.  R.  I.  Hamilton;  20  minutes. 

f.  As  to  "The  Training  of  Teachers,"  Supt.  D.  M.  Geeting;  20  minutes. 
Discussion  of  the  views  presented   in  the   Symposium,   Prof   W.   W. 

Parsons;  20  minutes. 
Address — "Education    Through    Self-activity,"    Mrs.    O.    P.    Kinsey,    Val- 
paraiso college. 

Friday,  December  27,  2  p.  m. 

Music— Vocal  solo,  Miss  EfRe  C.  Hessin. 
Selection— By  Mrs.  C.  W.  Boucher. 

Lecture— "Some  Foundation   Stones  of  Pjducation."  Prof.   R.   P.  Halleck, 
principal  male  high  school,  Louisville,  Ky. 

"The  Function  of  the  Training  School,"  Miss  Anna  Trueblood,  state 
normal  training  school. 
Discussion— Mrs.  Elizabeth  O.  dopeland,  Marion  normal  college;  Mrs.  E. 

E.  Olcott,  Danville  normal  college.     General  discussion. 
Lecture— "Liquid  Air,  Its  Uses  and  Possibilities,"  Prof.  H.  B.  Thearle. 

Note — Prof.  H.  B.  Thearle  will  come  prepared  with  apparatus  and  will 
make  liquid  air,  which  the  audience  will  be  allowed  to  examine.  Dr. 
Glenn,  of  Georgia,  says  that  Prof.  Thearle's  work  is  wonderful  and  will 
be  highly  valuable  to  the  educator. 

Friday,  December  27,  8  p.  m. 

Music— Piano  solo,  Miss  Olive  Kilgore. 
Violin  solo,  Prof.  Fred  Noble. 
Address— Annual  address,  "Fads,"  Supt.  F.  Louis  Soldan,  St.  Louis,  Mo. 


EDUCATION  IN  INDIANA.  143 

Friday,   April  4,  9.   a.  in. 

Invocation— Rev.  T.  J.  Clark,  pastor  Kirkwood-avenue  Christian  cliurcli. 

Address— "Thinking-  in  Things  and  in  Symbols,"  Dr.  Nathan  C.  Schaeffer, 
Harrisburg,  Pa. 

Paper— "Education  by  Occupation,"  Dr.  W.  L.  Bryan,  university  of  In- 
diana. 

Discussion— Principal    R,    F.    Taylor,    colored    high   school,   Jeffersonville. 

Indiana  as  the  State  Teachers'  Association. 

Friday,  April  4,  2  p.  m. 

Address— "Grades  of  Thinking  and  Thinking  in  the  Grades,"  Dr.  Schaefifer. 
Address— "Modernizing  the  Course  of  Study,"  W.  A.  Hester,  superintend- 
ent schools,  Evansville. 
Discussion— Prof.  F.  M.  Stalker,  state  normal  school,  Terre  Haute. 
Address — "Art,"  Mr.  A.  M.  Brooks,  university  of  Indiana. 

Friday,  April  4,  8  p.  m. 

Annual  Address— "The  Central  Factor  in  Education,"  F.  Trendley,  Super- 
intendent schools,  Youngstown,  Ohio. 

Saturday,  April  5,  8:30  p.  m. 

Invocation— The  Rev.  C.  E.  Clough,  pastor  Baptist  cliurcli. 
Address — "Does  Education  Pay?"  Dr.  Schaeffer. 
Report— Committee  on  revision  of  constitution. 
Business— Miscellaneous. 

PRIMARY  SECTION — WYLIE   HALL,   SECOND  FLOOR  (ROOM  36). 

April  4,  2  p.  m. 
This  work  does  not  come  to  hand  in  time  for  publication. 

MUSIC   SECTION — WYLIE   HALL,  SECOND   FLOOR  (ROOM  36). 

April  5,  8:30  a.  m. 

Paper— "Music  in  the  Primary  Grades,"  Miss  Ella  Duncan,  Columbus. 
Paper— "Sense  and    Nonsense,    in   Music   Teaching,"   Arthur   Mason,   (%) 

luinbus. 
Discussions— (a)    "Tone,"  Mr.  Ridgeway  Gebhart,  New  Albany. 

(b)    "Individual  Work,"   Mr.  J.  M.   Black,  Washington. 
Music — Vocal  and  instrumental,  will  be  interspersed  through  the  work  of 

the  session. 

ART   SECTION. 

Exhibit  in  woman's  gymnasium,  open  Friday  and  Saturday.    Work  in 
connection  with  this  to  be  arranged. 


144  EDUCATION  TN  INDIANA. 

HIGH   SCHOOL  SECTION — WYLIE   HALL — SECOND   FLOOR  (ROOM  36). 

Friday,  April  4.  9  a.  m. 

Paper— "General  Secondary  School  Problems,"  W.  S.  Rowe,  superintend- 
ent of  schools,  Connersville. 
Discussion — A.  O.   Neal,  principal  high  school,   Franklin;   Lotus  D.   Coff- 

man,  principal  high  school,  Salem. 
Paper— "The  High  School  Principal  and  His  Work,"  Edward  G.  Bauman, 

principal  high  school,  Mt.  Vernon. 
Discussion— S.  H.  Hall,  Borden  college,  Borden. 
Paper— "Some  Phases  of  High  School  English  Composition  Work."  A.  W. 

Senior,  department  of  English,  university  of  Indiana. 
Discussion— O.   H.   Greist,   department  of  English,   Bedford   high   school; 

Clara  Funk,  department  of  English,  Jeftersonville  high  school. 
General  discussion  and  miscellaneous  business. 

J.  H.  TOMLIN,  President. 

FANNIE  WATTS,  Secretary. 

W.  D.  KERLIN,  Treasurer. 

J.  K.  BECK,  Chairman  Executive  Committee. 

3.     :NT0ETHEE^t  mDiAI^W  TEAOHEKS'  ASSOCIATION. 

a.    HISTORICAL  SKETCH. 

In  order  to  accomplish  the  same  results  in  northern  Indiana  that 
the  southern  association  accomplished  in  the  southern  part  of 
the  state,  an  organization  hearing  the  above  name  was  effected 
at  Island  Park  (Rome  City,  Ind.),  July  9,  1883. 

This  association  has  enrolled  large  numbers  of  teachers  each 
year,  bringing  together  teachers  from  all  grades  of  school  work. 
The  attendance  in  April,  1902,  was  about  3,000. 

ft,    PROGRAM. 

Progeam  of  the  South  Bend  Meeting.  1902. 

GENERAL   ASSOCIATION— STUDEBAKER   AUDITORIUM. 

Thursday,  April  3,  2:30  p.  m. 
Music. 
Invocation. 
Music. 
Address  of  Welcome— (a)    On  behalf  of  the  city,  Hon.  Schuyler  Colfax. 

mayor  city  of  South  Bend,     (b)    On  behalf  of  the  schools,  Hon.  John 

B.  Stoll,  president  South  Bend  board  of  education. 
Response— Supt.  J.  W.  Carr,  Anderson,  Ind. 

Address  of  Retiring  President— Supt.  J.  W.  Hamilton.  Monticello,  Ind. 
President's  Inaugural  Address— Supt.  A.  H.  Douglass,  Logansport,  Ind. 
Music. 

Miscellaneous  business  and  annoimcements. 
Appointment  of  committees. 
Adjournment. 


EDUCATION  IN  INDIANA.  145 

ThursdaJ^  April  3,  8  p.  m. 

Illustrated    Lecture— "Physical    History   of    a    World,"    Mr.    Jacques   W. 

Redway. 
Music. 
Announcements  and  adjournment. 

Friday,  April  4,  9  a.  m. 
Music. 
Invocation. 
Music. 
Address— "Some    Traditions    and    Common    Errors    in    Geography,"    Mr. 

Jacques  Redway. 
Intermission. 

Physical  culture  drill  by  pupils  from  South  Bend. 
Address— "Education  and  Democracy,"  Mr.  Charles  Zueblin. 
Report  of  committee  on  division.     Committee:     T.   A.   Mott,  Richmond; 

W.  R.   Snyder,   Muncie;  W.  C.  Bellman,  Hammond;  J.  N.    Study,   Ft. 

Wayne;  C.  W.  Benton,  Indianapolis;  W.  A.  Millis,  Crawfordsville;  B. 

F.  Moore,  Marion;  Wm.  Clem,  South  Bend. 
Announcements  and  adjournment. 

IN   THE   AUDITORIUM. 

Friday  Evening.  April  4,  8  o'clock. 
Music. 

Lecture— "American  Painters  and  Sculptors  of  Today,"  Mr.  Lorado  Taft 
With  this  lecture  are  exhibited  120  beautiful   illustrations  of  repre- 
sentative works  of  American  painters  and  sculptors. 
Announcements  and  adjournment, 

IN   THE   AUDITORIUM  ANNEX. 

Music. 

Lecture — "Public    Schools,"    illustrated   by    stereopticon,    by    Mr.    Charles 

Zueblin. 

This  lecture  gives  views  of  school  equipments,  decorations,  and  classes 
at  work  in  kindergarten,  nature  study,  manual  training,  domestic  science, 
vacation  schools,  commercial  work,  recreations  and  athletics. 
Announcements  and  adjournment. 

Saturday  Morning,  April  5,  9  o'clock. 

Music. 

Invocation. 

Music. 

Address— "Rivers  and  the  Lessons  They  Teach,"  Mr.  Jacques  W.  Redway. 

Music. 

Address— "Social  Organization,"  Mr.  Charles  Zueblin. 

Reports  of  committees  and  election  of  officers. 

Miscellaneous  and  adjournment. 


IC— Education. 


146  EDUCATION  IN  INDIANA. 

SECTIONAL  MEETINGS. 

OKADE    teachers'    SECTION— FIKST    PRESBYTERIAN    CHURCH. 

Friday  Afternoon,  April  4,  2  o'cloelv. 

Address— "Culture,"  Mr.  Charles  Zueblin. 

Music. 

Address— "Essentials  in  I*riniary  Geography,"  Mr.  Jacques  W.  Redway. 

Election  of  officers  and  miscellaneous  business. 

O.  L.  WOOLEY,  Ft.  Wayne,  President. 

J.  H.  WHITELY,  Greenfield,  Secretary. 

HIGH   SCHOOL   SECTION — FIRST  METHODIST   CHURCH. 

Friday,  April  4,  2  p.  m. 
Music. 

Appointment  of  committees. 

Address— "Some  Tendencies  in  Secondary  Education,"  George  H.   Locke, 
A.  M.,  assistant  professor  of  education  Chicago  university,  and  editor 
of  School  Review. 
Music. 
"Status  of  Physical  Culture  in  Secondary  Schools,"  I.  N.  Warren,  Laporte, 

Ind. 
Paper— J.  B.  Pearcy,  Anderson,  Ind. 
Miscellaneous  business  and  election  of  officers. 

Immediately  upon  the  conclusion  of  the  above  program  the  section  will 
take  up  a  round  table  discussion  of  such  topics  as  may  be  presented  bj^ 
its  members. 

J.  Z.  A.  McCAUGHN,  President,  Kokomo,  Ind. 
S.  C.  HANSON,  Ch.  Ex.  Com.,  Williamsport,  Ind. 
CATHARINE  BLYNN,  Ft.  Wayne,  lud. 

ART   SECTION — STUDEBAKER   AUDITORIUM. 

Friday,  April  4.  2  p.  m. 
Music. 

Lecture— "A  Glimpse  of  a  Sculptor's  Studio,"  or  "How  Statu?s  Are  :Made," 
Mr.  Lorado  Taft. 

This  lecture  is  illustrated  fully  at  each  step  by  the  actual  process  upon 
the  stage. 

Election  of  officers  and  miscellaneous  business. 
Announcements  and  adjournment. 

There  will  be  exhibited  at  the  Central  higli  school  building  a  collection 
of  drawings  from  the  public  schools  of  various  towns  and  cities  in 
northern  Indiana.  There  will  also  ho.  an  exhibit  of  class  work  from  the 
Chicago  art  institute. 

EVELYN  K.  DeCEW,  Pres.,   Huntington,  Ind. 
JOSEPH    SULLIVAN,    Sec,    Connersville,    Ind. 


EDUCATION  IN  INDIANA.  147 

COUNTRY   AND   VILLAGE   SECTION — FIRST   BAPTIST    CHURCH. 

Friday,  April  4,  2  p.  m. 
Music, 

"Uses  and  Abuses  of  Texts,"  Mr.  B.  A.  Winnaiis,  Berne,  Ind. 
Address— "Nature    Study   in   Country    Schools,"    Supt.   AV.    H.    Hershman, 

Hammond,  Ind. 
Paper— "Rewards  as  a  Disciplinary  Measure,"  Supt.  W.  S.  Gibbons,  Ful 

ton  county,  Ind. 
Music. 
Paper— "Religious  Worship  in  Public  Schools,"  Mr.  Carl  Beard,  Oakford, 

Ind. 
Report  of  committees  and  election  of  officers. 
Announcements  and  adjournment. 

The  executive  committee  invites  general  discussion  on  each  topic. 

ELBERT  LANGLEY,  President,  Center,  Ind. 
SUPT.  GEO.  W.  WORLEY,  Ch.  Ex.  Com.,  Warsaw. 
MARIE  KELLY,  Secretary,  I^Rincie,  Ind. 

MUSIC   SECTIONS-LECTURE   ROOM  FIRST   METHODIST  CHURCH. 

Friday,  April  4,  2  p.  m. 
Music. 

Appointment  of  committees  and  miscellaneous  business. 
Paper— "Is  it  Practical  to  Make  Independent  Readers  of  Children  in  the 

First  Four  Years  of  School?"  Wm.  Niles,  Ft.  Wayne. 
Discussion — Dessa  Kilander,  Winaraac. 
Music. 
Report  of  committees  and  election  of  officers. 

On  the  completion  of  the  above  program  the  section  will  talie  up  the 
following: 

Questions  for  Round  Table  Discussion. 

1.  How  much  general  culture  outside  his  immediate  specialty  should 
the  director  in  music  have?    How  much  special  training? 

2.  Should  the  director  of  music,  any  more  than  the  regular  teacher, 
be  absent  from  meetings  when  matters  of  method  and  discipline  are  under 
consideration? 

3.  When  parents  and  the  director  of  music  disagree  as  to  what  part 
the  child  should  sing,  what  is  the  proper  course  to  pursue? 

4.  Should  the  room  teacher  be  allowed  to  employ  a  teacher  to  instruct 
her  pupils  in  music? 

5.  What  is  to  be  done  with  a  pupil  wiio  absolutely  can  not  sing,  if 
there  be  such? 

G.    The  rhythmic  element  and  its  development  in  child-life. 

7.  Cause  and  cures  for  singing  "off  pitch." 

8.  Should  patriotic  songs  be  sung  while  pupils  are  seated? 


148  EDUCATION  IN  INDIANA. 

9.  A  practical  lesson  on  some  music  problems  suggested  by  members 
of  the  music  section. 

Note.— Supervisors  are  invited  to  write  and  to  hand  the  president  of 
the  music  section  the  problem  they  wish  to  have  demonstrated  and  choice 
will  be  made  from  the  suggestions  offered. 

L.  M.  TILSON,  President,  Lebanon. 

WILL  EARHART,  Ch.  Ex.  Com.,  Richmond. 

Headquarters— Auditorium  Annex,  207  South  Michigan  Street. 

The  annex  will  be  open  at  all  hours  to  all  members  of  the  association 
and  their  friends.    Make  this  your  downtown  home  during  the  association. 

OflBces:  Room  1,  treasurer;  Room  2,  executive  committee;  Room  3, 
local  comrhittee. 

Baggage  will  be  checked  at  the  office  of  the  local  committee,  where 
porters  and  guides  will  be  in  waiting. 

Officers. 

President— A.  H.  Douglas,  Logansport. 

Vice-President— Alexander  Thompson,  Marion. 

Secretary— Miss  Margaret  Porch,  Anderson. 

Treasurer— W.  A.  Mills,  Crawfordsville. 

R.  R.  Secretary— T.  A.  Mott,  Richmond. 

Chairman  Business  Committee— Calvin  Moon,  South  Bend. 

President  Grade  Section— O.  S.  Wooley,  Ft.  Wayne. 

President  High  School  Section— J.  Z.  A.  INIcCaughn,  Kokomo. 

President  County  and  Village  Section— Elbert  Langley,  Center. 

President  Music  Section— L.  M.  Tilson,  Lebanon. 

President  Art  Section— Miss  Evelyn  DeCew,  Huntington. 

President  Penmanship  Section— J.  H.  Bachtenkircher,  Lafayette. 

Executive  committee — John  A.  Wood,  chairman,  Laporte;  H.  C.  Hei- 
ronimus,  Richmond;  T.  E.  Kinzie,  Indianapolis;  W^.  E.  Ervin.  Muncie; 
Daniel  Freeman,  Crawfordsville;  Edward  Ayres,  Lafayette;  L.  T.  Turpin, 
Kokomo;  D.  A.  Lambright,  Kendallville;  Walter  Dunn,  Knox. 

Local  business  committee— William  Clem,  South  Bend;  Charles  H. 
Bartlett,  South  Bend;  John  H.  Rittinger,  New  Carlisle;  Essie  B.  Dakin, 
South  Bend;  Sarah  E.  Kirby,  South  Bend;  Ludwig  S.  Fickenscher,  River 
Park;  Alice  E.  Hill,  South  Bend;  John  A.  Byers,  South  Bend;  Winona 
Dodd,  South  Bend;  Calvin  Moon,  Chairman,  South  Bend. 


4.     CITY  AND  TOWX  SUPERIN^TENDE:NTS' 

associatio:n^. 

a.    HISTORICAL  SKETCH,  BY'SUPT.  R.  A.  OGG,  KOKOMO,  IND. 

During  the  year  1889  a  controversy  arose  over  the  distribution 
of  the  public  school  revenues.  The  county  superintendents  and 
others  representing  the  interests  of  the  county  schools  held  that 


EDUCATION  IN  INDIANA.  149 

the  method  of  distributing  the  state's  school  revenues  in  propor- 
tion to  the  enumeration  of  children  of  school  age  discriminated 
against  the  country,  because  the  enumeration  in  cities  was  not 
accurately  taken.  They  charged  that  in  some  cities  the  lists  were 
deliberately  padded  by  the  enumerators  to  increase  their  pay  for 
taking  the  enumeration.  The  question  assumed  such  proportions 
that  it  became  evident  that  wisdom  must  be  used  to  prevent  an 
injury  to  the  school  interests  of  the  state. 

Prompted  by  a  desire  to  aid  in  the  solution  of  the  problem,  at 
the  meeting  of  the  state  teachers'  association  in  1889,  a  few  of 
the  city  su])erintendents  met  together  on  December  26th  to  con- 
sult, and  agreed  to  organize  an  association  of  city  and  town  super- 
intendents corresponding  to  the  county  superintendents'  associa- 
tion. Superintendent  J.  N.  Study,  of  Richmond,  presented  a 
plan  of  organization,  which,  with  sundry  modifications,  was 
adopted. 

The  following  ofiicers  were  then  elected:  President,  L.  H. 
Jones,  Indianapolis;  vice-president,  R.  I.  Hamilton,  Huntington; 
secretary,  E.  A.  Ogg,  Greencastle;  treasurer,  J.  T.  Merrill,  La- 
fayette; executive  com.mittee,  J.  ^N".  Study,  chairman,  Richmond; 
E.  H.  Butler,  Rushville ;  W.  H.  Wiley,  Terre  Haute ;  P.  P.  Stultz, 
Jeffersonville ;  W.  R.  Snyder,  Muncie ;  Sheridan  Cox,  Kokomo. 

A  second  session  was  held  at  which  a  number  of  other  superin- 
tendents were  present.  Work  was  assigned  to  various  commit- 
tees, which  were  to  investigate  and  report  at  the  next  meeting. 
Some  of  these  questions  were:  Is  the  school  enumeration  less 
honestly  taken  in  the  city  than  in  the  country  ?  Is  there  any 
reason  in  the  nature  of  things  why  the  ratio  of  children  of  school 
age  to  the  census  should  differ  in  the  city  and  country  ?  Are 
there  any  reasons  why  city  schools  should  naturally  show  a  smaller 
enrollment  upon  enumeration  than  the  country  schools  ?  Relative 
cost  per  capita  per  day  in  city  and  country  ? 

On  November  20,  1890,  the  second  meeting  was  held  and  the 
reports  on  the  v-^rious  questions  were  heard  and  discussed.  It 
was  felt  as  a  result  of  the  investigation  that  the  system  of  distri- 
bution of  revenues  was  not  unjust  to  any  interest  of  either  country 
or  city,  if  honestly  administered,  and  it  was  agreed  that  the  asso- 
ciation should  labor  to  secure  such  amendments  to  the  law  as 
would  insure  equity. 


150  EDUCATION  IN  INDIANA. 

The  question  at  issue  between  country  and  city  was  given  formal 
consideration  at  the  following  meeting  of  the  state  teachers'  asso- 
ciation by  a  discussion  of  its  merits  on  the  one  side  by  the  state 
superintendent  and  two  county  superintendents,  and  on  the  other 
by  three  city  superintendents.  The  result  was  a  law  requiring 
a  rigid  system  of  enumeration,  and  what  threatened  to  divide  the 
educational  forces  of  the  state,  resulted  in  bringing  them  into 
greater  unity  and  better  understanding. 

This  controversy  having  been  happily  settled,  the  association 
began  its  legitimate  work  of  discussing  topics  of  general  interest 
to  the  city  and  town  schools.  At  the  meeting  on  November  12, 
1891,  ^'Methods  of  Promotion,"  ^^The  Uniformity  of  Commis- 
sioned High  Schools,"  ^'The  Superintendent's  Term  of  Office," 
etc.,  were  discussed.  The  records  show  that  for  two  years  the 
leading  questions  considered  by  the  association  related  to  exami- 
nations, promotions  and  the  uniform  text-book  law.  In  1893 
a  departure  was  made  which  has  prevailed  ever  since,  viz.,  that 
of  appointing  committees  to  make  certain  investigations  and  do 
certain  work,  and  report  to  the  following  meeting. 

Three  of  these  reports  were  presented  and  discussed  in  1894, 
viz.,  '^Systems  of  Promotion,"  by  R.  A.  Ogg;  "School  Examina- 
tions," by  Edward  Ayres ;  "Hindrances  to  the  Highest  Efficiency 
of  Town  and  City  Schools,"  by  J.  W.  Carr. 

The  great  "Report  of  the  Committee  of  Ten,"  from  the  national 
educational  association  had  called  out  a  great  interest  in  the  ques- 
tion of  what  should  constitute  the  school  curriculum,  and  on  mo- 
tion of  Mr.  Ayres,  the  president,  D.  W.  Thomas,  of  Elkhart, 
appointed  a  committee  to  prepare  "a  report  on  a  course  of  study 
for  the  public  schools,  said  report  to  indicate  the  principles  which 
should  underlie  such  a  course  of  study,  and  to  contain  an  outline 
of  the  work  of  the  public  schools  as  determined  by  said  principles." 
The  committee  was  made  to  consist  of  R.  A.  Ogg,  chairman;  W. 
R.  Snyder,  W.  H.  Sims,  W.  C.  Belman,  W.  P.  Burris.  The 
time  of  the  meeting  in  1895  was  largely  occupied  by  the  discus- 
sion of  this  report.  The  course  as  proposed  by  the  committee 
was  unanimously  approved  for  trial  for  one  year  and  the  com- 
mittee asked  to  report  at  the  next  meeting  such  modifications  as 
the  experience  of  the  superintendents  might  suggest.  At  the  meet- 
ing in  1896  the  committee  reported  no  changes  called  for,  and 


EDUCATION  IN  INDIANA.  151 

after  discussion  the  course  was  adopted  without  dissent.  Super- 
intendent Woody  then  moved  that  a  committee  of  forty,  eight  for 
each  of  the  five  lines  of  study,  grammar,  arithmetic,  geography, 
reading  and  history,  be  appointed  to  amplify  the  work  planned  by 
the  original  committee.  These  vaiious  committees  reported  in 
1897,  and  after  discussion  the  reports  were  referred  to  the  chair- 
men of  the  various  committees  with  Superintendent  W.  D.  Weaver^ 
president  of  the  association,  as  chairman,  to  unify  and  print  the 
course  as  thus  developed. 

At  the  IN^ovember  meeting  of  1898  this  final  report  was  adopted. 
This  discussion  of  course  of  study  running  through  four  years 
has  added  largely  to  the  efficiency  of  superintendents,  the  discus- 
sion bringing  out  the  fundamental  principles  of  education.  Coup- 
led with  this  was  a  fine  address  at  the  meeting  in  1897  on  '^The 
Principles  That  Underlie  the  Formation  of  a  Course  of  Study, 
and  Which  Constitute  the  Canons  of  Criticism,"  by  Lewis  H. 
Jones,  of  Cleveland,  O.,  formerly  superintendent  of  Indianapolis 
schools,  and  the  first  president  of  the  association. 

At  the  meeting  in  1899  the  matter  of  greatest  interest  was  a 
report  on  the  uniform  course  of  study  for  high  schools,  with 
Supt.  W.  A.  Millis  as  chairman.  An  excellent  report  was  pre- 
sented and  a  full  discussion  was  had.  The  result  will  be  to  further 
unify  the  work  in  our  high  schools,  though  it  seems  unlikely 
that  as  large  a  unity  will  prevail  as  in  the  lower  grades  because 
of  the  more  diverse  conditions  under  which  the  high  schools  work. 
The  awakened  interest  in  the  subject  of  art  in  the  schools  was 
given  impetus  by  two  excellent  addresses  from  Dr.  W.  L.  Bryan, 
of  the  state  university,  and  Prof.  J.  L.  Lowes,  of  Llanover  col- 
lege. 

The  meeting  of  1900  was  characterized  by  three  reports,  one 
on  '^The  School  in  Relation  to  Institutional  Life,"  by  W.  H. 
Glascock,  Bloomington,  Edward  Ayres,  Lafayette,  and  M.  W. 
Harrison,  Wabash ;  one  on  ^^The  School  as  Related  to  Art,"  by 
W.  R.  Snyder,  Muncie,  and  Mary  E.  E^icholson,  Indianapolis; 
and  one  on  '^Spelling  Book,"  by  W.  F.  L.  Sanders,  Connersville. 
The  first  of  these  was  a  printed  report.  All  elicited  much  interest 
and  discussion.  The  meetings  of  1899  and  1900  were  character- 
ized by  a  departure  in  the  way  of  a  dinner  on  Friday  evening, 
at  which  time  a  welcome  was  extended  to  all  new  superintendents. 


152  EDUCATION  IN  INDIANA. 

and  they  were  called  upon  to  respond,  that  the  association  might 
become  acquainted  with  them.  In  1900  this  occasion  was  made 
very  enjoyable  by  a  fine  address  on  '^Shylock/'  by  Judge  W.  D. 
Robinson  of  the  appellate  court.  While  it  is  a  superintendents' 
association,  the  friends  of  the  colleges  and  normal  schools  are 
invited,  and  a  number  of  them  attend  and  participate  in  the 
discussions. 

x\t  the  meeting  in  November,  1901,  the  matter  of  chief  interest 
was  a  printed  report  on  "Course  in  E'ature  Study  for  Common 
Schools."  This  report  was  presented  by  Supt.  H.  B.  Wilson  of 
Salem  and  discussed  by  Prof.  Sherman  Davis  of  Indiana  uni- 
versity, wlio  had  aided  the  committee  in  the  preparation  of  the 
report.  Much  difference  of  opinion  was  expressed  by  the  mem- 
bers of  the  association  regarding  the  kind  of  nature  study  to  be 
done  and  the  method  to  be  employed.  A  departure  which  marked 
the  beginning  of  a  modified  order  of  things  was  made  in  having 
an  address  on  "School  Boards  and  Superintendents,"  by  William 
George  Bruce,  editor  of  the  American  School  Board  Journal.  The 
significance  of  this  may  be  seen  in  the  following  programs  which 
provide  for  certain  joint  sessions  of  this  association  and  that  of 
school  boards,  the  organization  of  which  followed  the  address  of 
Mr.  Bruce. 

Another  significant  discussion  was  that  which  followed  a  report 
by  Supt.  I.  V.  Busby  of  Alexandria  upon  "Defects  of  State  Text 
Books."  In  view  of  the  fact  that  the  state  board  was  providing 
for  a  revision  of  some  of  the  adopted  texts,  the  discussion  was 
of  very  great  interest. 

At  the  meeting  in  November,  1902,  a  discussion  on  "The  Best 
Method  of  Selecting  Teachers  and  of  Determining  their  Tenure 
of  Office"  was  led  by  Supt.  Robert  L.  Hughes  of  Whiting. 
"Needed  School  Legislation"  was  discussed  by  Supt.  R.  I.  Ham- 
ilton of  Huntington.  A  printed  report  on  "Additional  Normal 
School  Facilities — Necessity  and  Feasibility"  was  made  by  Supt. 
J.  W.  Carr  of  Anderson,  C.  W.  McDaniel  of  Madison  and  R.  A. 
Ogg  of  Kokomo.  The  report  was  fully  discussed  and  indorsed 
by  the  association.  At  the  joint  meeting  of  superintendents  and 
school  boards,  W.  H.  Anderson  of  Wabash  led  the  discussion  on 
"School  Janitors,"  and  Hon.  Theodore  Shockney  of  Union  City 
on  "Relation  of  the  Superintendent  to  the  School  Board." 


EBU CATION  IN  INDIANA.  153 

The  meeting  of  1903  was  characterized  by  a  printed  report 
on  "School  Heating  and  Ventilating,"  prepared  by  a  joint  com- 
mittee of  superintendents  and  school  board  members  with  Supt. 
J.  A.  Wood  of  Laporte  as  chairman.  Under  this  topic  were  special 
discussions  led  by  Dr.  J.  1^.  Hurty  of  Indianapolis,  W.  H.  An- 
derson, A¥abash,  B.  F.  Moore,  Marion,  A.  M.  Sweeney,  Indian- 
apolis. The  discussion  of  "A  Uniform  Card  to  Record  Worl^  of 
High  School  Pupils  Desiring  to  Enter  Other  High  Schools  or 
Colleges/'  was  presented  by  J.  Z.  A.  McCaughan,  principal  of 
Kokomo  high  school,  and  after  discussion  was  referred  to  a  special 
committee  to  perfect  and  report  a  year  later.  "Defects  of  City 
Superintendents  from  the  Point  of  View  of  Teachers"  was  dis- 
cussed by  Supt.  E.  L.  Hendricks  of  Delphi.  State  Superintendent 
F.  A.  Cotton  discussed  "The  Ideal  Superintendent  Characterized." 
Two  round  tables  were  held  at  which  brief  discussions  of  various 
topics  were  had.  "Do  Indiana  Schools  Compare  Favorably  with 
the  Schools  of  Other  States"  was  discussed  by  Supt.  C.  ^N".  Ken- 
dall of  Indianapolis  and  Supt.  F.  W.  Cooley  of  Evansville,  both 
of  whom  have  of  late  years  come  into  Indiana  from  other  states. 
They  discussed  both  the  features  of  superiority  of  the  Indiana 
system  and  the  points  of  weakness.  A  printed  report  on  "N^eeded 
Eliminations  and  Additions  to  the  Course  of  Study  for  Indiana 
Schools"  showed  that  history  repeats  itself  and  that  the  important 
question  of  the  course  of  study  still  appeals  to  Indiana  superin- 
tendents. The  committee  which  made  this  report  consisted  of 
Supt.  C.  A.  Prosser,  I^ew  Albany,  Supt.  W.  A.  Millis,  Craw- 
fordsville,  and  Supt.  T.  A.  Mott,  Richmond. 

It  is  safe  to  say  that  the  association  of  city  and  town  superin- 
tendents is  the  most  distinctively  pedagogical  organization  of 
the  state,  and  since  its  organization  has  done  more  than  any  other 
to  mould  the  educational  sentiment  of  the  state.  Its  work  is 
rather  that  of  a  round  table,  papers  seldom  being  read,  and  dis- 
cussions being  as  informal  as  possible.  It  is  not  a  meeting  for 
pyrotechnics,  but  for  discussion  by  all  who  choose  to  participate. 
It  has  grown  from  a  small  company  to  an  annual  gathering  of 
over  one  hundred  from  all  parts  of  the  state. 


154  EDUCATION  IN  INDIANA. 

^INTEKra 
CIATIO^T, 

a.    HISTORICAL  SKETCH. 

State  Superintendent  of  Public  Instruction  Milton  B.  Hopkins 
called  the  first  state  meeting  of  county  superintendents.  The 
convention  assembled  in  the  high  school  hall  at  Indianapolis, 
July  22,  1873.  From  that  time  the  association  has  met  annually, 
and  has  been  of  incalculable  service  to  the  state.  In  the  early 
meetings  many  questions  arose  as  to  the  duties  of  the  super- 
intendents under  the  new  laws.  Following  the  adjustment  of 
these  questions  the  superintendents  addressed  themselves  to  the 
educational  questions  of  the  day.  Such  questions  as  the  following 
claimed  the  attention  of  the  first  superintendents: 

1.  The  examination  of  teachers. 

2.  Visiting  schools. 

3.  ToAvnship  and  county  institute  worl?. 

4.  Duties  of  the  county  board  of  education,  etc. 

A  few  years  later  they  began  the  study  of  such  subjects  as — 

1.  Course  of  study  for  tlie  rural  schools. 

2.  Classification  and  gradation. 

3.  The  graduation  of  pupils  from  the  common  branches. 

4.  Uniform  outline  of  township  institute  work,  etc. 

They  prepared  and  had  printed  a  course  of  study  for  the  rural 
schools  and  outlines  of  township  institute  work.  The  preparation 
of  these  documents  was  placed  in  the  state  department  of  public 
instruction,  December,  1894. 

For  several  years  the  association  has  been  preparing  the  ques- 
tions for  the  examination  of  pupils  in  the  grades  and  high  schools 
of  the  townships  and  small  towns. 

Following  is  a  program  of  the  last  meeting  of  the  superin- 
tendents : 

1).    PROGRAM. 

To  the  County  Supei-intendents  of  Indiana: 

You  are  hereby  called  to  meet  in  "convention  on  .Tune  30  and  July  I, 
1903.  For  which  attendance  you  are  allowed  the  regular  per  diem  as  pro- 
vided by  law. 

Yours   sincerely, 

F.  A.  COTTON,  State  Supt. 


EDUCATION  IN  INDIANA.  155 

Officers:  Supt.  E.  E.  Robey,  president;  Supt.  E.  C.  Crider,  secretary; 
Supt.  Claude  Rankin,  treasurer.  Meetings  to  be  held  in  the  supreme 
court  room.    Headquarters  at  Grand  hotel;  rates,  $2.00  per  day. 

Tuesday,  10:30  a.  m. 
Devotional  exercises. 

Address— "The  County  Institute,"  Dr.  Wm.  L.  Bryan,  president  state  uni- 
versity. 
Discussion— Dr.    W.    T.    Stott,    president    Franklin    college;    Francis    M. 
Stalker,  associate  professor  of  psychology  and  methods,  state  normal 
school. 

Tuesday,  2:00  p.  m. 

Reading  Circle  Work— A.  L.  Gary. 

"The   Ex-County   Superintendent,"   Ex-Supt.   Elmer   C.   Jerman,   Decatur 

county. 
"The  New  County  Superintendent,*'  Supt.  J.  W.  Dunn,  Starke  county. 
Address— F.  A.  Cotton,  state  superintendent. 

Wednesday,  9:00  a.  m. 

"Indiana's  Educational  Exhibit  at  the  World's  Fair,"  Senator  Fremont 
Goodwine,  chairman  educational  committee,  world's  fair  committee. 

"The  Superintendent's  Work  with  Inexperienced  Teachers,"  Supt.  O.  F. 
Grosjean,  Vigo  county. 

Visit  to  T.  B.  Laycock's  factory. 

Wednesday,  2:00  p.  m. 
Symposium— 

"The  County  Superintendent  as  a  Supervisory  Officer"  (10  minutes), 

Supt.  E.  C.  Crider,  Tippecanoe  county. 
"The  County  Superintendent  in  Relation  to  Grading  Manuscripts"  (10 

minutes),  Supt.  Samuel  L.  Scott,  Clark  county. 
"The   County   Superintendent   in    Relation   to   County   Institutes"    (10 

minutes),  Louis  H.  Hamilton,  Jasper  county. 
"The  County  Superintendent  in  Relation  to  Township  Institutes"  (10 

minutes),  Supt.  William  Clem,  St.  Joseph  county. 
"The  County  Superintendent  in  Relation  to  the  People"  (10  minutes), 

Supt.  W.  O.  Baker,  Morgan  county.  . 
"The  County  Superintendent  in  Relation  to  the  Common  School  Gradu- 
ate" (10  minutes),  Supt.  Irvin  Brandyberry,  Adams  county. 
"General  Discussion  of  Special  Points  in  Symposium,"  F.  A.  Cotton, 
state  superintendent. 
Miscellaneous  Business. 
Adjournment. 

6.     COUNTY  ASSOCTATIONS. 

^N^otwitlistanding  the  fact  that  the  attendance  in  the  state  asso- 
ciation grew  rapidly,  from  year  to  year,  and  enrolled  teachers  from 
all  grades  of  school  work^  there  were  a  great  many  prominent  edu- 


156  EDUCATION  IN  INDIANA. 

cators  who  believed  that  there  was  yet  a  larger  and  still  more  im- 
portant field  for  association  work  in  Indiana.  In  response  to  this 
general  feeling  of  the  need  for  an  annual  meeting  that  would  reach 
all  the  teachers  in  the  state,  the  county  teachers'  associations  were 
organized  in  the  several  counties.  These  associations  are  the  most 
efficient  agencies  in  promoting  the  interests  of  the  rural  and  vil- 
lage schools.  Occurring  as  they  do  after  the  schools  have  been  in 
session,  at  a  time  when  the  teachers  really  feel  the  need  of  inspira- 
tion and  helpful  suggestions,  the  county  associations  exert  a  greater 
influence  in  the  improvement  of  teachers  than  the  county  insti- 
tutes. The  meetings  are  conducted  under  efficient  supervision, 
with  instructors  capable  of  increasing  the  range  of  thought  among 
teachers.  In  many  of  our  counties  the  annual  associations  are  the 
most  helpful  meetings  in  our  system. 

The  first  associations  were  instructed  largely  by  home  talent, 
but  in  recent  years  the  best  men  in  the  faculties  of  our  colleges  and 
normal  schools  have  been  drafted  into  the  work.  As  a  result  of  this 
change,  the  professional  spirit  is  growing.  Teachers  are  studying 
educational  problems  as  they  never  have  before.  If  nothing  more 
should  come  from  these  meetings  than  the  good  from  merely  get- 
ting away  from  home  for  a  day  or  two  and  making  new  acquaint- 
ances, the  associations  are  worth  much  to  the  profession.  But  there 
is  more  than  the  social  element  and  the  rest. 


B.    INSTITUTES. 


1.    COLTXTY  INSTITUTES. 

a.     STATEMENT. 

The  county  institute  has  had  an  interesting  development  in 
Indiana  and  is  at  present  in  a  transition  stage.  Educators  in  tlie 
state  are  working  at  the  problem  of  improving  the  work,  and  it  is 
hoped  that  something  may  be*done  to  make  the  institute  at  once 
more  professional  and  more  practical.  At  present  the  institute  is 
held  in  each  county  annually  for  one  week.  Instructors  are  em- 
ployed and  the  work  takes  wide  range  in  topics  discussed.  The 
work  is  inspirational,  cultural,  professional  and  practical. 


EDUCATION  IN  INDIANA.  157 

6.    THE  LAW. 

In  order  to  the  encouragement  of  teachers'  institutes,  the  county 
auditors  of  the  several  counties  of  this  state  shall,  whenever  the 
county  superintendent  of  such  county  shall  file  with  said  auditor 
his  official  statement,  showing  that  there  has  been  held,  for  five 
days,  a  teachers'  institute  in  said  county,  with  an  average  attend- 
ance of  tv/enty-five  teachers,  or  of  persons  preparing  to  become 
such,  draw  his  warrant  on  the  county  treasurer,  in  favor  of  said 
county  superintendent,  for  thirty-five  dollars ;  and  in  case  there 
should  be  an  average  attendance  of  forty  teachers,  or  persons  pre- 
paring to  become  such,  then  the  said  county  auditor  shall  draw 
his  warrant  on  the  treasurer  for  fifty  dollars;  and  in  case  there 
should  be  an  average  attendance  of  seventy-five  teachers,  or  per- 
sons preparing  to  become  such,  then  the  county  auditor  shall  draw 
his  warrant  on  the  treasurer  for  one  hundred  dollars  for  the  pur- 
pose of  defraying  the  expenses  of  said  institute :  Provided,  how- 
ever, That  but  one  of  said  payments  be  made  in  the  same  year. 
All  laws  and  parts  of  laws  in  conflict  herewith  are  hereby  repealed. 

1.  Superintendent's  Duty  and  Pay.— Such  an  institute  as  is  contem- 
plated by  the  law  is  not  a  voluntary  association,  but  a  teachers'  meeting, 
at  the  head  of  which  is  the  county  superintendent.  He,  therefore,  has  no 
right  to  surrender  it  into  the  hands  of  an  incompetent  director,  nor  to 
permit  a  course  of  procedure  by  any  one,  or  by  the  institute  itself,  by 
which  time  shall  be  wasted  or  unsatisfactory  work  done.  The  teachers 
are  there  to  be  instructed,  and  the  superintendent  must  necessarily  take 
the  responsibility  of  the  institute  upon  himself.  The  money  which  the 
auditor  is  authorized  to  pay  is  to  defray  the  expenses  of  the  institute 
exclusive  of  the  per  diem  of  the  superintendent,  whose  compensation 
must  be  obtained  in  the  usual  way.  He  is  also  entitled  to  his  per  diem 
for  reasonable  services  in  making  preparations  for  the  institute. 

2.  Pay  of  Teachers.— Teachers  are  allowed  their  regular  per  diem 
when  attending  both  county  and  township  institutes. 

Schools  Closed. — When  any  such  institute  is  in  session,  the  com- 
mon schools  of  the  county  in  which  said  institute  shall  be  held 
shall  be  closed.  (K.  S.  1881,  §4522;  R.  S.  1894,  §6011;  R  S. 
189T,  §6231.) 

Sessions. — The  several  county  superintendents  are  hereby  re- 
quired, as  a  part  of  their  duty,  to  hold,  or  cause  to  be  held,  such 
teachers'  institutes,  at  least  once  in  each  year  in  their  respective 
counties.  (E.  S.  1881,  §4523;  E.  S.  1894,  §6012;  E.  S.  1897, 
§6233.) 


158  EDUCATION  IN  INDIANA. 

The  county  superintendents  liave  entire  charge  of  the  institutes. 
They  fix  the  time  of  holding  the  meetings,  eiuploy  instructors,  etc., 
the  only  statutory  requirement  being  that  one  institute  shall  be 
held  annually.  There  is  an  appropriation  of  $100  in  each  county 
for  the  support  of  such  institute,  when  the  average  daily  attend- 
ance is  seventy-five  or  more.  Since  no  county  has  an  attendance 
below  that  number,  the  annual  appropriation  by  the  state  is 
$8,462.40.    The  remainder  of  the  cost  is  borne  by  the  teachers. 

c.     STATISTICAL  SUMMARY. 

Number  males  enrolled  in  state  (three  counties  omitted  on  ac- 
count of  no  report) 7,621 

Number  of  females  enrolled  in  state  (three  counties  omitted  on 

account  of  no  report) 8,899 

Total  number  enrolled  in  state  (one  county  omitted  on  account 

of  no  report)  17,025 

Average  attendance  in  state  (tAvo  counties  omitted  on  account  of 

no  report)   15,597.6 

Average  attendance  in  county 173.3 

Length  of  session  in  days  for  entire  state  (one  county  omitted  on 

account  of  no  report) 457 

Average  length  of  session  in  days  for  each  county 5 

Amount  of  money  drawn  from  county  treasury  for  support  of 

county  institute  (one  county  omitted  on  account  of  no  report)  $8,462  40 

Average  amount  of  money  drawn  per  county 93  00 

Total  cost  of  county  institutes  for  entire  state  (one  county  omit- 
ted on  account  of  no  report) 21,459  53 

Average  cost  of  county  institute  per  county 235  92 


EDUCATION  IN  INDIANA. 


159 


STATISTICS  ON  COUNTY  TEACHERS'  INSTITUTES,  HELD  IN  1903. 


COUNTIES. 


Enrollment. 


A  eg 


O  L^  es  O 

§  ^  S  »2  ;3 


Adams 

Allen  (No  report) . 

Bartholomew 

Benton 


Blackford . 

Boone 

Brown  — 
Carroll  — 


Cass 

Clark . . . 
Clay.... 
Clinton . 


Crawford 
Daviess.., 
Dearborn 
Decatur . . 


Dekalb . . . 
Delaware 

Dubois 

Elkhart . . , 


Fayette  .. 
Floyd  .... 
Fountain . 
Franklin. 


Fulton  . 
Gibson. 
Grant  . . 
Greene . 


Hamilton.. 
Hancock . . . 
Harrison.., 
Hendricks . 


Henry 

Howard 

Huntington 
Jackson 


Jasper  

Jay 

Jefferson  .. 
Jennings  . 

Johnson  . . . 

Knox 

Kosciiisko 
Lagrange . . 


Lake 

Laporte . . . 
Lawrence . 
Madison  . . 


Marion  - . 
Marshall. 
Martin  • . . 
Miami 


108 

77 

185 

107 

109 

216 

41 

82 

123 

47 

50 

97 

1(« 

102 

205 

70 

40 

110 

97 

96 

193 

100 

150 

250 

100 

135 

235 

109 

111 

220 

130 

104 

234 

90 

55 

145 

154 

144 

298 

72 

83 

155 

58 

97 

155 

90 

84 

174 

120 

145 

265 

82 

79 

161 

212 

324 

536 

44 

46 

90 

78 

98 

176 

72 

70 

142 

50 

64 

114 

70 

65 

135 

104 

92 

196 

* 

* 

360 

90 

110 

200 

110 

104 

214 

105 

82 

187 

128 

92 

220 

82 

121 

203 

76 

91 

167 

90 

89 

179 

120 

101 

221 

90 

112 

202 

48 

113 

156 

105 

77 

182 

89 

177 

266 

58 

71 

129 

70 

90 

160 

84 

106 

190 

101 

127 

228 

71 

85 

156 

50 

170 

220 

33 

150 

183 

70 

90 

160 

180 

120 

300 

76 

127 

203 

100 

111 

211 

* 

* 

145 

100 

120 

220 

178 


$100  00 


192 
118 


197 
95 
190 

225 
230 
207 
190 

132.1 
240 
147 
151 

155 
250 
250 


150.6 

131 

112 

130 
175 
240 
200 

204 
175 
200 
186 

162 
168.2 
215 
191.6 

151 
200 
180 
121.6 

125 
178 
224 
145 

214 
161 
155 
250 


204 
220 


100  00 
100  00 

100  00 
100  00 
100  00 
100  00 

100  00 
100  00 
100  00 
100  00 

100  00 
100  00 
100  00 
100  00 

50  00 
100  00 
100  00 
100  00 

100  00 
100  00 
50  00 
100  00 

100  00 
100  00 
100  00 
100  00 

100  00 
100  00 
100  00 
100  00 

100  00 
100  00 
100  00 
100  00 

100  00 
100  00 
100  00 
50  00 

100  00 
100  00 
100  00 
100  00 

100  00 
100  00 
50  00 
50  00 

100  00 
100  00 
50  00 
100  00 


*No  report. 


160 


EDUCATION  IN  INDIANA. 


STATISTICS  ON  COUNTY  TEACHERS'  INSTITUTES,  HELD  IN  1903-Contiriued. 


COUNTIES. 


Enrollment. 


Monroe 

Montgomery 

Morgan 

Newton   

Noble 

Ohio 

Orange 

Owen 

Parke 

Perry  

Pike  

Porter 

Posey  

Pulaski 

Putnam  

Randolph     .    . 

Ripley 

Rush  

Scott 

Shelby 

Spencer 

Starke  

St.  Joseph  . . . 
Steuben 

Sullivan    

Switzerland 
Tippecanoe . . . 
Tipton 

Union 

Vanderburgh 
Vermillion . . . 
Vigo 

Wabash 

Warren 

Warrick 

Washington    . 

Wayne 

Wells    

White 

Whitley 

Total 


81 

62 

143 

105 

118 

223 

88 

106 

194 

40 

65 

105 

71 

95 

166 

25 

27 

52 

.  64 

67 

131 

73 

55 

128 

80 

91 

171 

79 

57 

136 

114 

31 

145 

43 

102 

145 

78 

70 

148 

59 

141 

200 

100 

125 

225 

102 

101 

203 

78 

74 

152 

60 

73 

133 

51 

41 

92 

160 

142 

302 

73 

82 

155 

41 

49 

90 

98 

204 

302 

38 

112 

150 

110 

137 

247 

80 

58 

138 

100 

218 

318 

101 

45 

146 

22 

38 

60 

29 

53 

82 

59 

55 

114 

173 

307 

480 

76 

151 

227 

50 

81 

131 

125 

64 

189 

162 

66 

228 

50 

165 

215 

101 

60 

161 

92 

93 

185 

61 

80 

141 

7,621 

8,899 

17,025 

140 
212 

185 
90 

160 
45 
125 
123 

166 
128 
144 
142 

148 
158 
200 
194 

147.3 

128.2 

76 

286 

150 
89 
225 
142 

235 
110 
300 
135 

55.3 

81 
109 
425 

227 
125 
152 
200 

215 
156 
181 
138 


W 

c  s 


5  cs  ^  il-^ 


$100  00 
100  00 
100  00 
100  00 

100  00 
50  00 
100  00 
100  00 

100  00 
100  00 
100  00 
100  00 

100  00 
100  00 
100  00 
100  00 

100  00 
100  00 
62  40 
100  00 

50  00 
100  00 
100  00 
100  00 

100  00 
50  00 
100  00 
100  00 

50  00 
50  00 
100  00 
100  00 

100  00 
100  00 
100  00 
100  00 

100  00 
50  00 
100  00 
100  00 


173.3 


457 


$8,462  40 


9-M 


$241  00 
268  00 
223  60 
200  00 

185  15 

86  39 

221  00 

278  60 

205  85 
190  68 
205  00 
236  40 

246  00 
276  32 
185  00 
323  42 

211  96 
174  50 
109  65 
250  00 

220  00 
195  00 
265  00 
183  00 

275  00 
145  70 
290  00 
207  97 

183  40 
267  50 

200  00 
215  00 

350  00 
180  00 

201  00 
322  50 

318  00 
183  64 
209  53 
325  00 


$21,469  53 


EDUCATION  IN  INDIANA.  10 i 

2.     TOWNSHIP  INSTITUTES. 

Local  school  officers  and  teachers  give  increasing  attention  to 
township  institutes.  These  are  the  most  valuable  meetings  held 
in  Indiana  in  the  name  of  education.  The  assembling  of  all  of  the 
teachers  of  a  township  at  least  once  each  month  during  the  school 
term  to  discuss  matters  of  educational  concern  is  of  great  value  to 
the  state.  It  is  a  great  institution  for  the  regeneration  and  educa- 
tion of  the  rural  teaching  corps. 

a.    STATISTICS. 

Township  institutes  lield  during  year  ending  July  31,  1903 6,421 

Average  number  lield  in  eacli  township 6.3 

Cost  in  wages  to  teachers  for  year $149,602.20 

h.    THE  LAW. 

(1889,  p.  67.    Approved  and  in  force  March  2,  1889.) 

Township  Institutes.  9,  At  least  one  Saturday  in  each  month 
during  which  the  public  schools  may  be  in  progress  shall  be  de- 
voted to  township  institutes,  or  model  schools  for  the  improve- 
ment of  teachers ;  and  two  Saturdays  may  be  appropriated,  at  the 
discretion  of  the  township  trustee  of  anj  township.  Such  insti- 
tute shall  be  presided  over  by  a  teacher,  or  other  person,  desig- 
nated by  the  trustee  of  the  township.  The  township  trustee  shall 
specify,  in  a  written  contract  with  each  teacher,  that  such  teacher 
shall  attend  the  full  session  of  each  institute  contemplated  herein, 
or  forfeit  one  day's  v/ages  for  every  day's  absence  therefrom,  unless 
such  absence  shall  be  occasioned  by  sickness,  or  such  other  reason 
as  may  be  approved  by  the  township  trustee,  and  for  each  day's 
attendance  at  such  institute  each  teacher  shall  receive  the  same 
wages  as  for  one  day's  teaching :  Provided,  That  no  teacher  shall 
receive  such  wages  unless  he  or  she  shall  attend  the  full  session  of 
such  institute  and  perform  the  duty  or  duties  assigned.  (R.  S. 
1894,  §6009 ;  R.  S.  1897,  §6230.) 

1.  A  trustee  failing  to  comply  with  the  above  is  subject  to  prosecu- 
tion and  removal  from  office. 


11 -Education. 


X.     School  Journals. 


A.    THE  INDIANA  SCHOOL  JOURNAL. 

The  Indiana  state  teachers'  association  was  organized  at  Indi- 
anapolis, December  25,  1854,  and  at  the  first  session  the  subject  of 
an  educational  journal  was  considered.  The  project  of  establish- 
ing a  journal  was  referred  to  the  executive  committee  with  instruc- 
tions to  report  at  the  next  annual  session. 

The  second  association  met  at  Madison,   Ind.,   in   December, 

1855,  and  the  following  report  Avas  submitted  by  Prof.  E.  P.  Cole, 

principal  of  the  Indianapolis  high  school: 

Resolved,  (1)  That  this  association  will  publish  an  educational  journal, 
similar  in  size  and  typographical  execution  to  the  Ohio  Journal  of  Educa- 
tion. (2)  That  this  journal  be  conducted  by  nine  editors  appointed  by  the 
association,  one  of  whom  shall  be  styled  resident  editor. 

The  report  was  promptly  adopted,  and  the  paper  was  named 
the  Indiana  School  Journal.  Members  of  the  association  sub- 
scribed for  475  copies,  and  W.  B.  Smith,  of  Cincinnati,  Ohio,  do- 
nated $200  to  aid  the  enterprise.  The  first  number  was  issued  in 
January,  1856,  and  it  bore  the  name  of  the  Indiana  School  Jour- 
nal until  the  summer  of  1900,  when  it  and  the  Inland  Educator, 
of  Terre  Haute,  were  consolidated  at  Indianapolis  under  the  name 
of  the  Educator-Journal. 

After  the  first  number  of  the  Indiana  School  Journal  had  been 
issued  Prof.  E.  P.  Cole  acted  as  traveling  agent  for  same  for  only 
a  few  months,  and  as  a  result  the  subscription  became  large  for  a 
new  publication.  The  editors  selected  were  as  follows:  Geo.  B. 
Stone,  superintendent  Indianapolis  schools,  resident  editor;  asso- 
ciate editors,  W.  D.  Henkle,  E.  P.  Cole,  Geo.  A.  Chase,  liufns 
Patch,  B.  E.  Tloyt,  Mary  Wells,  and  Jane  Chamberlain. 

In  1858  Mr.  Stone  left  the  state  and  W.  D.  Henkle  became  resi- 
dent editor  of  the  Indiana  School  Journal,  and  in  i859  he  was 
succeeded  by  Mr.  O.  Phelps,  to  whom  the  management  of  the  Jour- 
nal was  transferred  by  the  Indiana  state  teachers'  association  in 

(162) 


EDUCATION  IN  INDIANA.  163 

December,  1859.  In  1862  Mr.  Phelps,  with  the  consent  of  the 
state  teachers'  association,  transferred  the  Journal  to  Prof.  Geo. 
W.  Hoss.  In  1869  Prof.  Wni.  A.  Bell,  principal  of  the  Indian- 
apolis high  school,  became  half  owner.  In  July,  1871,  Professor 
Hoss,  having  been  elected  president  of  the  Kansas  state  normal, 
sold  his  interest  in  the  Journal  to  W.  A.  Bell,  who  then  became 
editor  and  sole  proprietor,  and  he  continued  as  such  for  twenty- 
eight  years,  when  he  sold  the  Journal  to  Hon.  D.  M.  Geeting, 
state  superintendent  of  public  instruction,  and  his  deputy,  Hon. 
F.  A.  Cotton,  the  latter  selling  his  interest  to  Mr.  Geeting  a  few 
months  later.  In  July,  1900,  the  former  owners  of  the  Inland 
Educator,  which  had  been  published  at  Terre  Haute  since  1895, 
united  their  interests  with  the  owners  of  the  Indiana  School  Jour- 
nal, and  the  Educator-Journal  Company  was  incorporated  for 
$20,000,  and  the  first  number  of  the  Educator- Journal  was  pub- 
lished at  Indianapolis  in  August,  1900.  The  first  issue  consisted 
of  20,000  copies. 

In  January,  1901,  the  following  editor  and  officers  were  chosen: 
Hon.  D.  M.  Geeting,  editor ;  Wm.  H.  Wiley,  superintendent  Terre 
Haute  schools,  president;  Chas.  F.  Patterson,  superintendent 
Edinburg  scliools,  treasurer ;  J.  W.  Walker,  secretary  and  business 
manager. 

*     In  1903  Dr.  Robt.  J.  Aley,  professor  of  mathematics  in  Indiana 
university,  became  editor. 

From  its  first  issue  in  1856  the  Journal  has  been  thoroughly 
representative  of  the  best  thought  and  sentiment  in  Indiana,  and 
its  circulation  now  extends  to  almost  every  state  in  the  union.  Ite 
subscription  price  is  one  dollar  per  year.  The  paper  was  never 
more  prosperous  than  at  present. 


B.    THE  TEACHER'S;  JOURNAL  AND  OTHER  EDUCA- 
TIONAL PAPERS  THAT  HAVE  BEEN  PUB- 
LISHED IN  THE  STATE. 

In  January,  1869,  A.  C.  Shortridge,  superintendent  of  the 
Indianapolis  schools,  George  P.  Brown,  superintendent  of  the 
Richmond  schools,  and  W.  A.  Bell,  principal  of  the  Indianapolis 
high  school,   started  The  Indiana  Teacher.      At  the  end  of  s^x 


164  EDUCATION  IN  INDIANA. 

months  W.  A.  Bell  bought  out  his  associates  and  merged  the  Teach- 
er into  the  Indiana  School  Journal  and  thus  became  half  owner 
of  the  Journal.  W.  B.  Chrisler,  who  was  for  many  years  at  the 
head  of  Bedford  male  and  female  college,  edited  and  published  a 
paper  called  The  Common  School  Teacher.  This  paper  continued 
for  a  number  of  years  and  had  more  than  a  local  circulation.  The 
exact  date  of  this  publication  is  not  at  hand,  but  it  was  in  the 
seventies. 

In  1873,  A.  C.  Shortridge,  superintendent  of  the  Indianapolis 
schools,  and  Geo.  P.  Brown,  principal  of  the  Indianapolis  high 
school,  started  the  Educationist.  This  paper  continued  for  two 
years  and  was  edited  with  much  ability.  In  March,  1875,  the 
Educationist  was  merged  in  the  School  Journal  and  Messrs.  Short- 
ridge and  Brown  became  for  a  time  associate  editors  of  the 
Journal. 

In  January,  1874,  H.  A.  Ford,  editor  of  the  ^'Michigan  Teach- 
er,'' at  Lansing,  Mich.,  started  The  Northern  Indiana  Teacher  and 
published  it  at  South  Bend,  Ind.  The  body  of  this  paper  was  the 
same  as  that  of  the  Michigan  Teacher,  which  did  not  at  all  detract 
from  its  merit,  but  its  miscellaneous  and  personal  departments 
were  especially  devoted  to  Indiana  interests.  In  July,  1876,  W. 
A.  Bell  bought  this  paper  and  merged  it  in  the  Journal. 

The  Normal  Teacher,  edited  and  published  by  J.  E.  Sherrill, 
was  started  at  Ladoga  in  1878,  but  soon  afterward,  when  the 
Central  Indiana  normal  school  was  removed  from  Ladoga  to 
Danville  the  paper  was  also  changed  to  that  place.  The  paper 
represented  largely  the  thought  of  the  normal  school,  although  not 
formally  connected  with  it. 

The  Normal  Teacher  was  pushed  with  great  vigor  and  secured 
an  extensive  circulation.  After  some  years  the  name  of  the  paper 
was  changed  to  the  Teachers'  Examiner.  In  1892  Mr.  Sherrill 
sold  the  paper  and  its  standard  was  not  kept  up  by  its  new  proprie- 
tor. In  a  short  time  after  this  change  W.  A.  Bell  bought  it  and 
filled  the  time  of  its  subscribers  with  the  School  Journal. 

In  1881  a  paper  was  started  at  Valparaiso,  called  the  Northern 
Indiana  School  Journal,  and  in  1884  W.  J.  Bell  bought  out  his 
partner  and  became  sole  owner  and  editor.  In  December  of  this 
same  year  Mr.  Bell  sold  the  paper  to  a  man,  who  changed  its  name 
to  "The  American,"  and  in  1886  removed  it  to  Iowa. 


EDUCATION  IN  INDIANA.  165 

The  Student  Avas  the  name  of  a  paper  edited  and  published  by 
Prof.  Bogarte,  of  the  !N^orthern  Indiana  normal  school,  from 
February,  1891,  to  October,  1892. 

In  1882  John  M.  Olcott  started  The  Educational  Weekly.  This 
was  the  only  weekly  educational  paper  ever  published  in  Indiana, 
it  was  pushed  with  Mr.  Olcott's  characteristic  energy  and  in  a  short 
time  secured  a  large  circulation,  but  was  never  made  to  pay 
financially.  In  1884  Mr.  Olcott  accepted  the  superintendency  of 
the  Greencastle  schools,  but  continued  to  edit  the  Weekly.  In 
N^ovember,  1885,  the  paper  was  sold  to  the  'New  England  Journal 
of  Education. 

The  Teachers'  Journal  is  an  educational  monthly  published  at 
Marion,  by  A.  Jones,  editor,  and  0.  W.  Eord,  business  manager. 
The  proprietors  are  both  members  of  the  faculty  of  the  Marion 
normal  school.  The  first  issue  of  this  paper  was  in  July,  1901, 
and  it  now  claims  a  circulation  of  Y,000.  It  has  among  its  con- 
tributors some  of  the  best  educational  writers  in  the  state. 

l^umerous  county  papers  have  been  published  by  county  super- 
intendents, some  of  them  lasting  many  years.  Some  of  these  were 
well  edited  and  served  well  the  purpose  for  which  they  were  in- 
tended. That  these  school  papers  have  been  a  help  to  teachers 
and  thus  been  a  means  of  advancing  the  educational  interests  of 
the  state,  can  not  be  doubted. 


XL     Indiana  Union  of  Literary  Clubs. 


Note.— Mrs.  Eva  B.  Rohbock,  president  of  the  Union,  appointed  Mrs.  Elizabeth  V. 
Earl  to  edit  the  above  chapter  and  acknowledgments  are  due  Mrs.  May  Wright  Sewall, 
Mrs.  Martha  N.  McKay,  Miss  Merica  Hoagland,  Mrs.  C.  B.  Woodworth,  Mrs.  George  Felts 
and  Mrs.  Virginia  C.  Meredith  for  co-operation. 

The  Indiana  union  of  literary  clubs  was  formally  organized  in 
Richmond,  June  3,  1890,  during  a  convention  in  which  were  dele- 
gates representing  twenty-six  literary  clubs.  The  preliminary 
work  of  the  organization,  however,  had  been  undertaken  by  the 
executive  committee  of  the  Indianapolis  woman's  club.  Miss  Eliza- 
beth ^N^icholson,  with  whom  originated  the  idea  of  a  state  union  of 
clubs,  was  chairman  of  this  committee.  The  initial  step  in  the 
organization  was  a  reception  given  by  the  woman's  club  of  Indi- 
anapolis in  Octt5ber,  1889,  to  the  literary  clubs  of  the  state,  when, 
for  the  first  time,  members  of  clubs  met  socially. 

The  object  of  the  union  as  set  forth  in  the  constitution  is  ''the 
discussion  in  open  annual  meeting  of  questions  pertaining  to  so- 
cial, educational  and  literary  matters,  and  of  methods  for  the  best 
culture  and  advancement  of  the  state."  The  annual  convention 
has  been  marked  by  comprehensive  programs,  strong  speakers  and 
rich  social  opportunities ;  while  notable  art  exhibits  and  excellent 
musical  programs  have  characterized  many  of  the  meetings.  Four- 
teen annual  conventions  have  been  held  in  the  following  places: 
Richmond,  Terre  Haute  (twice),  Lafayette  (twice).  Fort  Wayne, 
Indianapolis,  Huntington,  Connersville,  Warsaw,  Bloomington, 
Evansville,  Valparaiso  and  Crawfordsville.  The  presidents  elected 
annually  have  been  representative  of  the  different  sections  of  the 
state — 1890,  Mrs.  Joseiohine  E.  Martin,  Richmond;  1891,  Mrs. 
A.  B.  McGregor,  Indianapolis;  1892,  Miss  Elizabeth  l^icholson, 
Indianapolis;  1893,  Mrs.  J.  H.  Smart,  Lafayette;  1894,  Mrs.  C. 
R.  Drver,  Terre  Haute;  1895,  Mrs.  Yiririnia  C.  Meredith,  Cam- 
bridge Citv;  1896,  Mrs.  O.  W.  Connor,  Wabash;  1897,  Miss  Mer- 
ica Hoaffland,  Eort  Wayne:  1898,  Mr.  John  B.  Wisely,  Terre 
Haute;  1899.  Mrs.  Frances  M.  Swain,  Bloomington;  1900,  Mrs. 
Emma  Mont  McRae,  Lafayette;  1901,  Mrs.  George  F.  Felts,  Fort 

(166) 


EDUCATION  IN  INDIANA.  167 

Wayne;  1902,  Mrs.  S.  Elliott  Perkins,  Indianapolis;  1903,  Mrs. 
Elizabeth  C.  Earl,  Connersville ;  1904,  Mrs.  Eva  B.  Kohbock, 
Wabasb. 

The  delegates  from  constituent  clubs  made  reports  to  the  first 
conventions  concerning  the  work  of  their  respective  clubs,  but 
soon  the  membership  grew  so  large  that  the  very  valuable  plan  was 
necessarily  abandoned.  The  importance  of  continuity  in  club 
work  and  the  advantages  of  printed  programs  soon  became  appar- 
ent and  the  eagerness  for  exchange  of  programs  was  a  marked  fea- 
ture of  the  earlier  conventions,  but  with  age  and  experience  clubs 
have  come  to  take  their  own  initiative,  so  there  is  now  little  de- 
mand for  exchanges.  The  reports  of  the  constituent  clubs  soon 
disclosed  the  need  for  libraries  universally  felt  outside  of  the 
larger  cities.  Study  programs  participated  in  by  members  is  the 
general  plan  pursued  by  the  clubs,  therefore  access  to  reference 
books  is  imperative.  A  few  clubs  early  adopted  the  plan  of  each 
year  purchasing  with  club  funds  a  number  of  books  relating  to  the 
subjects  of  the  year's  study;  this  excellent  plan  could  not,  however, 
be  generally  adopted  and  in  consequence  there  is  found  recurring 
again  and  again  in  the  minutes  of  the  conventions  resolutions  re- 
lating to  public  libraries  and  library  laws.  At  the  Connersville 
convention  the  discussion  assumed  a  more  definite  form.  Miss  Har- 
riett l^oble,  Mrs.  Virginia  C.  Meredith,  Mr.  Jacob  P.  Dunn  and 
others  making  some  valuable  suggestions,  but  it  was  at  the  Warsaw 
convention  of  1897  that  the  Indiana  union  of  literary  clubs  took 
definite  steps  toward  securing  better  library  legislation  and  time 
has  proved  what  earnestness  of  purpose  will  accomplish.  In  her 
president's  address  Miss  Merica  Hoagland  "entered  a  plea  for  a 
library  law  which  would  establish  a  public  library  commission  and 
secure  to  even  the  smallest  towns  free  public  libraries."  At  the 
last  session  of  the  same  convention  Mrs.  Elizabeth  C.  Earl,  of  Con- 
nersville, introduced  the  following: 

Resolved,  That  the  president  of  this  convention  appoint  a  committee 
of  five,  of  which  she  shall  be  one,  to  co-operate  with  the  state  library- 
association,  in  framing  a  law  which  shall  secure  to  Indiana  a  library  com- 
mission, and  this  committee  shall  report  progress  at  the  next  convention 
at  Bloomington. 

The  union  adopted  the  resolution  and  the  following  legislative 
committee  was  appointed  :    Mrs.  Elizabeth  C.  Earl,  Connersville ; 


168  EDUCATION  IN  INDIANA. 

Mrs.  Jacob  P.  Dunn,  Indianapolis;  Miss  Sarah  A.  Catlin,  War- 
saw; Prof.  T.  F.  Moran,  Lafayette;  Miss  Merica  Hoagland,  Port 
Wayne.  •  After  a  year's  carefnl  stndy  of  the  library  laws  of  the 
more  progressive  states,  the  committee  submitted  to  the  Blooming- 
ton  convention  its  report,  which  contained  the  following  provi- 
sions :  The  creation  of  a  public  library  commission,  said  commis- 
sion to  assume  charge  of  the  state  library,  render  the  use  of  many 
of  the  books  contained  therein  accessible  to  the  whole  people  of  the 
state ;  to  give  advice  and  information  concerning  the  administra- 
tion and  organization  of  public  libraries  and  make  possible  the 
establishment  of  a  system  of  traveling  libraries  and  the  organiza- 
tion of  township  libraries.  The  report  was  adopted  and  the  com- 
mittee continued,  as  a  legislative  committee,  with  instructions  to 
have  the  bill  introduced  into  the  next  general  assembly. 

Inadvertently  while  working  toward  an  ideal  centralization  of 
library  interests  separated  in  administrated  form,  though  closely 
related  to  the  school  system  of  the  state,  the  committee  found  itself 
somewhat  involved  in  the  state  and  nonstate  school  controversy 
which  was  coming  up  in  the  assembly  of  1899.  Prof.  T.  P. 
Moran,  of  Purdue  university,  resigned  from  the  committee  and 
Mr.  James  P.  Stutesman,  of  Peru,  was  appointed  by  Mrs.  Prances 
M.  Swain  to  take  his  place.  The  committee  introduced  what  it 
considered  an  ideal  bill,  "Senate  Bill  58  (Brooks V  and  alloAved 
it  to  be  amended  bv  the  senate  committee  to  which  it  was  referred. 
The  irritation  caused  bv  the  original  measure  has  never  wholly 
disappeared  and  the  most  interested  in  the  library  development 
of  Indiana  now  feel  that  the  elimination  of  that  section  relating 
to  the  state  librarv  was  unwise,  as  there  is  little  doubt  but  that 
it  could  have  been  carried. 

As  a  direct  result  of  the  efforts  of  the  Indiana  union  of  literary 
clubs,  in  1899,  there  was  secured  the  passage  of  a  law,  creatinjr  a 
public  library  commission,  providing  for  a  system  of  free  traveling 
libraries,  appropriating  $3,000  for  them  and  making  possible  the 
establishment  of  new  township  libraries.  Governor  Mount  ap- 
pointed as  library  commissioners  Mrs.  Plizabeth  C.  Earl,  of  Con- 
nersville;  Mr.  Jacob  P.  Dunn,  of  Indianapolis,  and  Mr.  Joseph  P. 
Voris,  of  Bedford.  Governor  Mount  reappointed  Mrs.  Earl,  and 
Governor  Durbin,  Mr.  Dunn.     At  the  expiration  of  his  term  Mr. 


EDUCATION  IN  INDIANA,  169 

Voris,  declining  a  reappointment,  Mr.  William  W.  Parsons,  of 
Terra  Haute,  was  appointed  to  fill  the  vacancy. 

To  meet  an  apparent  need,  the  commission  induced  the  general 
assembly  of  1901  to  make  a  sufficient  appropriation  to  admit  of  ex- 
tending the  traveling  libraries  and  the  appointing  of  a  library  or- 
ganizer. Miss  Merica  Hoagland,  of  Fort  Wayne,  was  appointed 
library  organizer.  The  value  of  the  commission's  services  to  the 
state  commended  itself  to  the  legislature  of  1903  and  it  granted  for 
the  further  extension  of  library  interests  an  annual  appropriation 
of  $7,000.  At  present  this  is  being  expended  in  four  departments 
of  work :  Purchase  and  circulation  of  traveling  libraries  j  office 
and  publication;  instruction  of  libraries  and  library  institutes; 
organization  and  improvement  of  public  libraries.  In  all  the  com- 
mission's legislation  the  Indiana  union  of  literary  clubs  has  given 
valuable  assistance. 

The  commission  purchased  and  equipped  34  traveling  libraries, 
which  were  ready  for  circulation  August  26,  1899.  By  October, 
1900,  these  had  increased  to  80  and  at  present  number  127.  Dur- 
ing the  second  and  third  fiscal  years,  for  some  reason  there  was  a 
decline  in  the  popularity  of  the  traveling  libraries,  87  being  sent 
out  in  1901  and  72  in  1902.  With  the  transfer  of  the  administra- 
tion and  custody  of  the  books  to  the  commission's  office  the  interest 
has  been  revived  and  the  report  for  the  year  1903  shows  244  trav- 
eling libraries  circulated  in  the  state.  Miss  Georgia  Reynolds,  of 
Elkhart,  was  appointed  librarian  of  the  traveling  library  depart- 
ment October,  1902. 

From  the  opening  of  the  office  of  the  public  library  commission, 
November  1,  1901,  information  has  gone  out  from  it  concerning 
the  selection  and  classification  of  books,  library  organization,  im- 
proved methods  in  administration,  instruction  of  librarians,  best 
building  plans,  etc. 

The  erection  of  the  Henry  Henley  library  building  at  Carthage 
and  of  39  library  buildings,  the  gifts  of  Mr.  Andrew  Carnegie  to 
various  cities  in  the  state,  has  laid  upon  the  commission  the  in- 
spection of  plans  and  the  giving  of  advice  concerning  the  essentials 
of  library  buildings. 

From  the  first,  the  commission  has  given  much  attention  to  the 
instruction  of  librarians,  assembling  a  class  of  thirteen  members 
in  its  office  October  31  to  November  7,  1901.     The  first  school  for 


170  EDUCATION  IN  INDIANA, 

librarians  was  held  at  the  state  house,  April  17  to  May  15,  1902. 
In  May,  1903,  the  commission  secured  the  services  of  Miss  Anna 
R.  Phelps  as  permanent  instructor. 

The  second  course  of  the  school  for  librarians  was  held  in  1903 
at  Winona  Lake  in  connection  with  tlie  assembly  and  summer 
school.  At  the  same  place  will  be  held  the  third  course  in  1904. 
The  course  has  gradually  been  improved  until  it  ranks  among  the 
best  in  the  country. 

In  May,  1003,  the  public  library  commission,  following  the  plan 
of  !New  York  state,  divided  Indiana  into  seventeen  districts  for  the 
purpose  of  holding  library  institutes  similar  to  the  teachers'  and 
farmers'  institutes.  The  Indiana  union  of  literary  clubs  and  the 
Indiana  state  federation  of  women's  clubs  are  co-operating  with 
the  commission  in  appointing  district  library  institute  directors 
who  will  become  responsible  for  the  library  interests  in  their  sec- 
tions. This  concentration  of  attention  upon  a  circumscribed  area 
can  not  but  be  effective  in  the  library  development  of  the  state. 

Under  the  Mummert  library  law  of  1901,  amended  in  1903,  it 
is  possible  for  any  incorporated  town  or  city  to  organize  a  free  pub- 
lic library  and  the  efforts  of  the  public  library  commission  is  to  en- 
courage such  organization,  the  library  organizer  visiting  any  place 
desiring  to  secure  organization. 

The  part  played  by  the  Indiana  union  of  literary  clubs  in  the 
recent  library  development  must  not  only  be  gratifying  to  each 
member  of  its  affiliated  clubs,  but  to  every  citizen  of  the  common- 
wealth. In  the  very  beginning  it  was  decided  that  membership  in 
the  union  should  not  be  limited  to  women's  clubs,  but  that  men's 
clubs  and  mixed  clubs  should  be  included,  and  to  this  ideal  the 
union  has  remained  loyal.  During  its  entire  existence,  however, 
there  has  been  an  element  in  the  union  that  desired  affiliation  with 
the  general  federation  of  women's  clubs.  This,  of  course,  was  im- 
possible while  the  constituency  of  the  union  included  men's  clubs 
and  mixed  clubs.  When  the  '^Indiana  federation  of  women's 
clubs"  was  organized,  in  1901,  naturally  some  of  the  women's 
clubs  belonging  to  the  union  withdrew  in  order  to  join  that  organi- 
zation, thereby  reducing  the  number  of  clubs  in  the  union,  which 
had  reached  190  in  1900  to  136  in  1903.  This  loss  in  membership 
is  explained  in  order  to  forestall  incorrect  inferences. 


EDUCATION  IN  INDIANA.  Ill 

The  annual  convention  of  1901  authorized  four  standing  com- 
mittees, the  object  being  to  secure  deliniteness  of  aim  and  concen- 
tration of  effort  in  promoting  'Hhe  best  culture  and  advancement 
of  the  state."  These  standing  committees  were :  Fine  arts  (music 
and  architecture),  education  (schools,  libraries,  clubs  and  press), 
home  economics  (home  and  municipal  housekeeping  and  the  pro- 
tection of  family  life),  and  business  (executive  work  of  the  an- 
nual convention).  Each  committee  was  given  the  responsibility  of 
a  program  for  one  session  of  the  annual  convention  in  addition  to 
the  task  of  interesting  the  constituent  clubs  in  their  respective 
subjects. 

Mrs.  C.  B.  Woodworth,  of  Fort  Wayne,  was  appointed  chair- 
man of  the  ^'standing  committee  on  fine  arts."  Up  to  the  present 
time  three  traveling  picture  galleries  have  been  purchased;  one, 
of  45  photographs  dealing  with  the  technique  of  art;  one,  of  72 
photographs  on  French  painting;  and  a  third,  of  .82  photographs 
and  etchings  outlining  American  art.  These  galleries  are  sent 
to  any  club  of  the  union,  the  club  becoming  responsible  for  ex- 
pressage  one  way  and  having  the  privilege  of  retaining  the  desired 
section  two  weeks  or  more.  The  committee  is  also  prepared  to 
send  lecturers  on  art  whenever  requested  to  do  so. 

Mrs.  May  Wright  Sewall,  of  Indianapolis,  was  appointed 
chairman  of  the  ^^standing  committee  on  education."  The  pur- 
pose of  the  committee  was  to  find  a  means  of  relating  clubs  to 
the  other  educational  agencies  of  the  state,  the  home,  the  school, 
the  church  and  the  press. 

^'The  whole  world  has  always  agreed  that  women  have  a  right 
to  be  interested  in  their  children,  and  a  democracy  more  cer- 
tainly and  continually  than  any  other  form  of  government  takes 
children  out  of  the  home.  It  is  because  children  are  taken  out 
of  the  home  by  democratic  institutions  that  under  democratic 
institutions  women  must  go  out  of  the  home  to  follow  the  chil- 
dren. Each  woman  by  her  personal  influence  follows  by  her  care 
and  her  criticism  her  own  children  to  and  fro  from  their  daily 
school,  into  the  Sunday-school  of  her  church ;  she  may,  if  she  will, 
dictate  to  her  children  what  and  how  much  of  the  daily  paper 
tlaey  may  read ;  she  may,  if  sh^  will,  dictate  to  her  children  what 
public  entertainments  they  may  attend.  It  is  in  their  organized 
capacity  within  the  club  that  this  function  of  guardianship,  which 


172  EDUCATION  IN  INDIANA. 

belongs  to  woman  by  virtue  of  her  own  nature  and  lier  maternal 
function,  may  be  exercised  by  women."  The  committee  by  cir- 
cular letters  and  by  its  convention  programs  has  sought  to  enlist 
each  individual  club  in  a  study  of  the  schools  and  the  press  of 
its  locality. 

Mrs.  Virginia  Meredith  was  appointed  chairman  of  the  ^'stand- 
ing committee  on  home  economics."  The  announced  object  of 
the  committee  is  to  promote  a  public  sentiment  favorable  to  the 
teaching  of  home  economics  in  the  common  schools  and  the  colleges 
of  the  state. 

"The  wise  use  of  knowledge,  time,  energy  and  money,  in  what- 
ever pertains  to  the  home,  is  the  scope  of  home  economics.  Many 
clubs  have  observed  the  request  of  this  committee  to  have  special 
programs  during  the  year,  while  in  some  instances  clubs  have 
had  a  series  of  consecutive  programs  dealing  with  the  several 
phases  of  home  economics.  Speakers  from  schools  and  colleges 
where  the  subject  is  being  taught  have  addressed  the  annual  con- 
ventions. There  are  a  number  of  schools  in  the  state  where  a 
beginning  is  being  made  by  the  introduction  of  subjects  closely 
related  to  the  art  of  living.  School  superintendents  usually  are 
favorable  to  the  idea,  and  when  the  club  women  of  a  town  are 
sufficiently  informed  to  be  hospitable  to  the  proposition  to  intro- 
duce this  subject  into  the  school,  they  become  a  helpful  influence 
and  one  that  sometimes  prevents  the  too  narrow  conception  of 
the  subject  which  would  limit  the  teaching  to  cookery  and  sewing. 
They  may  also  prevent  this  by  insisting  upon  specially  prepared 
teachers  who  are  competent  to  give  instruction  in  hygiene,  the 
distribution  of  income  and  house  furnishing.  The  proposition 
that  home  is  a  place  and  an  opportunity  for  the  right  development 
of  the  physical  and  spiritual  natures  is  the  basis  for  seeking  to 
bring  about  a  system  of  education  that  will  give  some  degree  of 
preparation  to  the  one  who  would  organize  a  home.  The  subject 
is  not  considered  exclusively  a  woman's  subject,  but,  on  the 
other  hand,  is  thought  to  be  so  difficult  and  so  far-reaching  in 
its  influence  that  the  intelligence  and  sympathy  of  men  is  solicited 
in  its  behalf." 

Mrs.  Harry  Cook,  of  Evansville,  was  appointed  chairman  of 
the  ''standing  committee  on  business,"  which  has  charge  of  all 
the  business  of  the  annual  convention,  even  including  resolutions 


EDUCATTON  TN  INDIANA.  173 

and  elections.  Tt  contributes  greatly  to  the  rapid  and  orderly 
transaction  of  the  business  of  the  convention. 

At  the  request  of  the  standing  committee  on  fine  arts  a  stand- 
ins^  committee  on  music  was  authorized  with  Mrs.  Eunice  A. 
Youche,  of  CroAvn  Point,  chairman. 

The  union  of  literary  clubs  is  intelligent  upon  and  interested 
in  public  questions,  and  has  brought  to  its  annual  conventions 
the  best  thinkers  upon  educational  and  sociological  themes,  while 
the  exhibition  of  the  paintings  of  Indiana  artists  at  Huntington 
in  1895,  the  "composition  of  a  picture,"  graphically  illustrated 
by  W.  R.  French,  at  Evansville,  in  1902,  and  the  "embellish- 
ment of  backyards,"  shown  by  stereopticon  views  from  the  Na- 
tional cash  register  company,  of  Dayton,  Ohio,  have  had  a  benefi- 
cent influence  not  easily  over-estimated  because  so  widely  dif- 
fused. 

The  union  discussed  forestrv  and  asked  legislative  action  before 
the  present  forestry  laws  were  passed.  At  the  present  time  it 
is  asking  a  law  making  it  mandatory  that  school  boards  shall 
include  at  least  one  member  a  woman. 

The  Indiana  union  of  literary  clubs  is  one  of  the  potential 
forces  in  creating  public  sentiment  favorable  to  advanced  methods 
and  agencies  in  education;  it  has  become  so  on  account  of  the 
scope  of  subjects  embraced  in  club  programs,  the  earnestness  of 
its  membership  and  the  wide  distribution  throughout  the  state 
of  its  constituent  clubs,  the  aggregate  membership  of  which  reaches 
into  the  thousands. 


XII.    School  Funds. 


A.    COMMON  SCHOOL  FUND— $8,032,654.79. 

1.     HTSTOEY. 

From  tho  State  Constitution. 

Sec.  2.  The  common  school  fund  shall  consist  of  the  congressional 
township  fund,  and  the  lands  belonging  thereto: 

The  surplus  revenue  fund; 

The  saline  fund,  and  the  lands  belonging  thereto; 

The  bank  tax  fund  and  the  fund  arising  from  the  one  hundred  and 
fourteenth  section  of  the  charter  of  the  state  bank  of  Indiana; 

The  fund  to  be  derived  from  the  sale  of  county  seminaries,  and  the 
moneys  and  property  heretofore  held  for  such  seminaries;  from  the  fines 
assessed  for  breaches  of  the  penal  laws  of  the  state;  and  from  all  for- 
feitures which  may  accrue; 

All  lands  and  other  estate  which  shall  escheat  to  the  state  for  want 
of  heirs  or  kindred  entitled  to  the  inheritance; 

All  lands  that  have  been  or  may  hereafter  be  granted  to  the  state, 
where  no  special  purpose  is  expressed  in  the  grant,  and  the  proceeds  of 
the  sales  thereof,  including  the  proceeds  of  the  sales  of  the  sAvamp  lands 
granted  to  the  state  of  Indiana  by  the  act  of  congress,  of  the  28th  of 
September,  1850,  after  deducting  the  expense  of  selecting  and  draining 
the  same; 

Taxes  on  the  property  of  corporations  that  may  be  assessed  by  the 
general  assembly  for  common  school  purposes. 

Sec.  3.  The  principal  of  the  common  school  fund  shall  remain  a 
perpetual  fund,  which  may  be  increased  but  shall  never  be  diminished; 
and  the  income  thereof  shall  be  inviolably  appropriated  to  the  support  of 
common  schools,  and  to  no  other  purpose  whatever. 

Sec.  4.  The  general  assembly  shall  invest,  in  some  safe  and  profitable 
manner,  all  such  portions  of  the  common  school  fund  as  have  not  hereto- 
fore been  entrusted  to  the  several  counties;  and  shall  make  provisions, 
by  law.  for  the  distribution,  among  the  several  counties,  of  the  interest 
thereof. 

Sec.  5.  If  any  county  shall  fail  to  demand  its  proportion  of  such 
interest  fof  common  school  purposes,  the  same  shall  be  reinvested  for 
the  benefit  of  such  county. 

Sec.  6.  The  several  counties  shall  be  held  liable  for  the  preservation 
of  so  much  of  the  said  fund  as  may  be  entrusted  to  them,  and  for  the 
pnyment  of  the  annual  interest  thereon. 

(174) 


EDUCATION  IN  INDIANA.  175 

Sec.  7.  All  trust  funds  held  by  the  state  shall  remain  inviolate,  and 
be  faithfully  and  exclusively  applied  to  the  purposes  for  which  the  trust 
was  created. 

The  purpose  of  the  general  assembly  in  1852,  upon  the  adoption  of 
the  new  constitution,  was  to  consolidate  the  several  school  funds  into  one 
common  fund  (see  Art.  viii,  of  constitution  of  Indiana),  but  the  supreme 
court  (6  Ind.  83)  decided  at  the  November  term  of  1854  that  the  con- 
gressional township  fund  could  not  be  so  used.  We  have  then  two  dis- 
tinct funds,  known  as  the  congressional  township  fund  and  the  common 
school  fund,  which  latter  is  made  up  of  several  fund^,  such  as  the  surplus 
revenue  fund,  the  bank  tax  fund,  the  saline  fund,  sinking  fund  and  the 
seminary  fund.     (See  R.  S.  1881,  sec.  4325,  and  school  law,  sec.  4325.) 


B.    THE  CONGRESSIONAL  TOWNSHIP  FUND— 
$2465,983.65* 

1.     HISTORY. 

The  congress  of  the  United  States,  by  an  act  passed  on  the 
19th  of  April,  1816,  "to  enable  the  people  of  the  Indiana  terri- 
tory to  form  a  constitution  and  state  government,  and  for  the 
admission  of  snch  state  into  the  nnion  on  equal  footing  with 
the  original  states,  offered  for  the  free  acceptance  or  rejection 
of  the  people,  the  proposition  among  other  propositions  that  the 
section  of  land  numbered  16  in  every  township,  and  when  such 
section  has  been  sold,  granted  or  disposed  of,  other  lands  equiv- 
alent thereto,  and  most  contiguous  to  the  same,  should  be  granted 
to  the  inhabitants  of  such  township  for  the  use  of  schools,  on 
condition  that  the  convention  of  the  people  in  forming  a  state 
constitution  should  provide  by  an  ordinance  irrevocable  without 
the  consent  of  the  United  States,  that  every  and  each  tract  of 
land  sold  by  the  United  States  should  be  and  remain  exempt 
from  any  tax,  laid  by  order  or  under  any  authority  of  the  state, 
county,  township,  or  any  other  purpose  whatever,  for  the  term 
of  five  vears  from  and  after  the  day  of  sale." 

In  1827  the  legislature  of  Indiana  applied  to  congress  to  ex- 
tend to  the  general  assembly  the  power  to  sell  the  school  lands. 
By  act  of  congress,  1828,  such  request  was  granted  and  the  trust 
estate  became  a  "trust  fund.'' 

The  provision  of  this  act  declared  that  "Said  land,  or  any 
part  thereof,  shall  in  no  case  be  sold,  without  the  consent  of  the 
inhabitants  thereof." 


1Y6  EDUCATION  IN  INDIANA. 

By  virtue  of  acts  of  January  24,  1828,  congressional  lands 
were  authorized  to  be  sold  and  the  money  loaned,  the  interest 
applied  to  the  use  of  schools. 

Ey  virtue  of  an  act  of  1883,  February  2,  which  provided  for 
three  trustees  for  each  congressional  township  and  for  a  school 
commissioner  for  each  county,  the  inhabitants  of  each  congres- 
sional township  were  authorized  to  determine  by  vote  whether 
the  moneys  received  from  the  sale  of  lands  should  be  forwarded 
to  the  state  loan  office  (established  by  acts  of  January  9,  1821) 
or  loaned  to  the  citizens  of  the  county. 

In  1838  (see  R.  S.  1838,  p.  509)  each  congressional  township 
was  made  a  body  politic  and  corporate,  and  the  affairs  of  the 
several  congressional  townships  situated  within  each  county  were 
managed  by  a  school  commissioner  who  made  deeds  for  the  lands 
sold  and  loaned  the  money  for  the  use  of  the  to^vnship. 

Tn  1843  the  legislature  (art.  viii,  sec.  114)  made  the  ccunlies 
liable  to  the  inhabitants  of  the  respective  congressional  townships 
for  the  preservation  of  said  fund,  and  the  payment  of  the  annual 
interest  thereon,  at  the  rate  established  by  law.  ITp  to  that  time 
$27,918  were  lost  to  this  fund  through  the  failure  of  mortgagors 
to  "pay  the  funds  borrowed  in  full. 

The  county  auditors  of  the  several  counties  manage  this  fund, 
loaning  it  upon  mortgage  secured  by  real  estate,  at  6  per  cent, 
interest,  and  the  interest  is  collected  and  apportioned  within  the 
respective  counties  managing  it. 


EDUCATION  IN  INDIANA. 


177 


TABLE  SHOWING  INCREASE  IN  FUNDS 
FROM  1853  TO  1903. 


Year.  Total  Fund. 

1853 $2,278,588  14 

1854 2,559,308  12 

1856 2,785,358  87 

1858 2,860,609  72 

1860 3,293,426  70 

1862 7,193,154  91 

1864 7,778,355  94 

1866 7,611,337  44 

1868 8,259,341  34 

1870 8,575,047  49 

1872 ,  8.437,593  47 

1873 8.590,239  00 

1874 8.711.319  60 

1875 8,799,191  64 

1876 8,870,872  43 


1877. 
1878. 
1879. 
1880. 
1881. 
1882. 


No  record 
No  record 
No  record 
No  record 
No  record 
No  record 


Year.  Total  Fund. 

1883 $9,271,748  79 

1884 9,339,205  58 

1885 9,458,085  71 

1886 9,518,887  83 

1887 9,617,250  49 

1888 .' 9,654,552  05 

1889 9,765,598  25 

1890 9,784,170  56 

1891 .  9,856,585  77 

1892 9.986,855  59 

1893 10,057,649  37 

1894 10,157,163  32 

1895 10,141,316  47 

1896 10,218,432  19 

1897 10,256,418  72 

1898 10,303,184  01 

1899 10,312.015  27 

1900 10,359,959  05 

1901 10,390,326  33 

1902 10,443,885  32 

1903 10,498,716  09 


12-Education. 


XIII.    School  Revenues. 


A.    TUITION  REVENUES. 
1.     FKOM  STATE. 

a.    FROM  STATE  TAXATION. 

There  shall  be  in  the  year  1895,  and  annually  thereafter,  assessed  and 
collected,  as  other  taxes  are  assessed  and  collected,  the  sum  of  eleven 
cents  on  each  one  hundred  dollars  worth  of  taxable  property,  and  tifty 
cents  on  each  taxable  poll  in  the  state,  which  money,  when  collected, 
shall  be  paid  into  the  school  revenue  for  tuition  fund  in  the  state  treasury, 
and  shall  be  apportioned  to  the  several  counties  of  the  state  in  the  manner 
now  provided  by  law. 

J).     FROM  INTEREST  ON  COMMON  SCHOOL  FUND. 

The  principal  of  all  moneys,  whether  belonging  to  the  common  school 
fund,  or  the  congressional  township  school  fund,  received  into  the  county 
treasury,  shall  be  loaned  at  6  per  cent,  per  annum  payable  annually  at  the 
end  of  each  year  from  the  date  of  such  loan.  The  interest  from  these 
funds  go  to  the  tuition  revenue. 

2.     FEOM  LOCAL  SOUKCES.  ' 

a.    FROM  LOCAL  TAXATION. 

The  school  trustees  of  the  several  townships,  towns  and  cities  shall 
have  power  to  levy  annually  a  tax  not  exceeding  fifty  cents  on  each  one 
hundred  dollars  of  taxable  property  and  twenty-five  cents  on  each  taxable 
poll,  which  tax  shall  be  assessed  and  collected  as  the  taxes  of  the  state 
and  county  revenues  are  assessed  and  collected,  and  the  revenues  arising 
from  such  tax  levy  shall  constitute  a  supplementary  tuition  fund,  to 
extend  the  terms  of  school  in  said  townships,  towns  and  cities  after  the 
tuition  fund  apportioned  to  such  townships,  towns  and  cities  from  the 
state  tuition  revenues  shall  be  exhausted:  Provided,  however,  That 
should  there  be  remaining  in  the  tuition  fund  of  any  township,  town  or 
city  levying  such  tax  at  the  close  of  any  school  year  any  unexpended 
balances  of  such  supplementary  tuition  fund  assessed  and  collected  for  use 
in  such  school  year,  or  previous  years,  equal  to  or  exceeding  in  amount 
one  cent  upon  each  one  hundred  dollars  of  taxable  property  in  said  town- 
ship, town  or  city,  then  it  shall  be  the  duty  of  the  county  auditor  to  take 
notice  of  the  same,  and  at  the  time  when  the  trustee  or  trustees  of  such 

(178) 


EDUCATION  IN  INDIANA.  1Y9 

school  corporation  shall  make  the  annual  levy  for  such  tax  such  trustee  or 
trustees  shall  make,  under  oath,  an  estimate  of  the  amount  of  supple- 
mentary tuition  fund  that  will  be  required  to  meet  the  actual  expenses  of 
the  schools  for  the  next  school  year,  and  from  such  estimate  said  auditor 
shall  deduct  the  unexpended  balance  of  such  fund  in  such  trustee  or 
trustees'  hands  on  the  first  Monday  of  July,  and  the  said  trustee  or 
trustees  shall  make  a  levy  not  larger  than  shall  be  sufficient  to  produce 
a  supplemental  revenue  equal  to  the  corporation  as  well  as  upon  money 
capital  paid  in:  Provided,  That  this  act  shall  not  apply  to  waterworks 
companies. 

h.     FROM  DOG  TAX. 

And  when  it  shall  so  occur  on  the  first  Monday  of  March  of  any  year 
in  a'hy  township  in  the  state  of  Indiana  that  said  fund  shall  accumulate 
to  an  amount  exceeding  one  hundred  dollars  over  and  above  orders  drawn 
on  the  same,  the  surplus  aforesaid  shall  be  paid  and  transferred  to  the 
county  treasurer  of  the  county  in  which  such  township  is  located  and  the 
fund  arising  from  such  surplus  from  the  township  of  the  county  shall 
constitute  a  county  dog  fund  and  shall  be  distributed  among  the  townships 
of  the  county  in  which  the  orders  drawn  against  the  dog  fund  exceed  the 
money  on  hand.  This  distribution  shall  be  made  on  the  second  Monday 
in  March  of  each  year,  and  if  said  county  dog  fund  be  insufficient  to  pay 
for  all  the  live  stock  or  fowls  maimed  or  killed  by  dogs  of  all  the  town- 
ships the  distribution  shall  be  made  in  the  ratio  of  the  orders  drawn 
against  the  dog  fund  of  the  townships  and  unpaid  and  unprovided  for, 
which  ratio  shall  be  obtained  from  the  report  of  the  trustees  of  the  town- 
ships made  to  the  auditor  of  the  county  which  is  hereby  directed  shall  be 
made  by  each  township  trustee  of  the  county  upon  the  first  Monday  of 
March  of  each  year,  which  report  shall  show  all  receipts  into  the 
dog  fund  of  his  township,  and  all  orders  drawn  against  the  same  in  the 
ord«r  in  which  they  were  drawn.  And  when  it  shall  occur  again  upon 
the  second  Monday  in  March  of  any  year  that  there  is  a  surplus  left  of 
the  county  dog  fund  after  provisions  have  been  made  for  the  payment 
for  all  the  live  stock  or  fowls  killed  or  maimed,  of  all  the  townships  of 
the  county,  such  surplus  shall  be  distributed  for  the  schools  of  the  county 
in  the  same  manner  the  common  school  revenue  of  such  county  is  dis- 
tributed. 

c.    FROM  LIQUOR  LICENSE  TAX. 

The  money  and  income  derived  from  licenses  for  the  sale  of  intoxicat- 
ing liquors  shall  be  applied  exclusively  to  furnishing  tuition  to  the  com- 
mon schools  of  the  state,  without  any  deduction  for  the  expense  of  collec- 
tion or  disbursement. 


d.    FROM  INTEREST   ON  CONGRESSIONAL  TOWNSHIP   FUND. 

The  revenues  derived  from  the  congressional  township  fund  are  dis- 
tributed by  the  county  auditors  to  the  townships  and  counties  to  which 
tb»y  belong. 


ISO  EDUCATION  IN  INDIANA. 

B.    SPECIAL  SCHOOL  REVENUE. 
1.     FEOM  LOCAL  SOUKCES. 

a.    FROM  LOCAL  TAXATION. 

The  trustees  of  the  several  townships,  towns  and  cities  sliall  have  the 
power  to  levy  a  special  tax,  in  their  respective  townships,  towns  or  cities, 
for  the  construction,  renting,  or  repairing  of  school  houses,  for  providing 
furniture,  school  apparatus,  and  fuel  therefor,  and  for  the  payment  of 
other  necessary  expenses  of  the  school,  except  tuition;  but  no  tax  shall 
exceed  the  sum  of  fifty  cents  on  each  one  hundred  dollars  worth  of  tax- 
able property  and  one  dollar  on  each  poll,  in  any  one  year,  and  the  income 
from  said  tax  shall  be  denominated  the  special  school  revenue.  Any  tax- 
payer who  may  choose  to  pay  to  the  treasurer  of  the  township,  town  or 
city  wherein  said  taxpayer  has  property  liable  to  taxation,  any  amount  of 
money,  or  furnish  building  money  for  the  construction  of  school  houses, 
or  furniture  or  fuel  therefor,  shall  be  entitled  to  a  receipt  therefor  from 
the  trustee  of  said  township,  town  or  city,  which  shall  exempt  such  tax- 
payer from  any  further  taxes  for  said  purposes,  until  the  taxes  of  said 
taxpayer,  levied  for  such  purposes,  would,  if  not  thus  paid,  amount  to 
the  sum  or  value  of  the  materials  so  furnished  or  amount  so  paid:  Pro- 
vided, That  said  building  materials,  or  furniture  and  fuel,  shall  be  received 
at  the  option  of  said  trustee. 


XIV.    Comparative  Tables  on  Funds 
AND  Revenues. 


The  tables  on  following  pages  give  a  brief  survey  of  the  growth 
of  Indiana's  schools. 


(iHi: 


182  EDUCATION  IN  INDIANA. 


TABLE  A.      *PK1NCIPALS  OF  SCHOOL  FUNDS  BY  CALENDAR 

YEARS. 

Common  School        Congressional  Town- 
Year.                                                                                     Fund.  ship  Fund. 

1880    $6,616,112  02  $2,449,142  69 

1885    6,923,854  57  2,404,936  82 

1890    7,290,065  20  2,494,105  35 

1892    7,454,632  41  2,500,761  87 

1893    7,521,226  45  2,472,150  97 

1894    7,585,228  10  2,571,935  22 

1895    7,645,369  22  2,501,590  08 

1896    7,714,433  46  2,503,998  73 

1897    7,752,727  96  2,470,064  28 

1898    7,799,150  75  2,504,033  26 

1899    7,842,032  77  2,469,982  50 

1900    7,892,303  52  2,467,655  53 

1901    7,925,579  50  2,464,746  83 

1902    7,978,580  70  2,465,304  64 

1903    8,032,654  79  2,465,983  65 


*These  amounts  are  loaned  by"  county  auditors,  payable  annually  at  the 
end  of  the  borrowers'  year.  Counties  must  pay  interest  on  unloaned 
balances.  The  congressional  principal  has  reached  its  maximum  (ap- 
proximately). The  common  school  fund  increases  by  fines,  forfeitures, 
escheats,  etc. 


EDUCATION  IN  INDIANA, 


183 


TABLE  B.   ^REVENUES  AVAILABLE  FOR  SCHOOL  PURPOSES 
EACH  CALENDAR  YEAR. 

Tuition  Sevemie         Special  School  Rev- 
for  Paying  enue  for  Buildings, 

Year.                                                                                Teachers.  Sepairs,  etc. 

1880    $2,943,105  77  $1,461,891  15 

1885    3,371,295  00  1,545,739  92 

1890    3,794,52(3  03  1,777,598  32 

1892    3,835,918  91  1,773,735  89 

1893    4,428,267  10  1,940,462  09 

1894    4,379,666  10  2,140,847  06 

1895    4,735,088  63  2,412,507  03 

1896 4,301,413  04  2,275,857  89 

1897    4,533,316  62  2,411,351  23 

1898    4,966,839  36  2,425,340  15 

1899    5,290,217  61  2,507,825  97 

1900    5,443,092  17  2,578,046  67 

1901    5,480,400  56  2,542,460  01 

1902    5,790,002  66  2,795,352  32 

1903    6,160,381  86  3,163,011  29 


*Tliese  revenues  represent  the  January  and  June  distributions  of  each 
calendar  year.  The  June  distribution  is  used,  ordinarily,  to  meet  the 
expenses  of  the  schools  for  the  first  half  of  the  succeeding  school  year. 
In  view  of  this  fact  the  sum  of  the  tuition  and  special  revenues  set 
opposite  each  year  above  will  not  accord  with  the  total  revenues 
available  for  school  expenditure  as  set  forth  in  the  succeeding  table 
(Table  C),  which  shows  sources  for  the  actual  school  year,  namely,  the 
June  distribution  of  one  year  with  the  January  distribution  of  the 
succeeding  year.  Neither  will  these  figures  agree  with  "Table  D," 
showing  the  expenditures.  Expenditures  are  always  in  excess  of  the 
revenues  from  tax  and  interest  sources.  The  sources  other  than  rev- 
enues are  private  tuition  charges,  money  realized  from  bond  sales, 
school  warrants,  and  transfers. 


184- 


EDU CATION  IN  INDIANA. 


TABLE  C.  SOURCES  OF  ALL  SCHOOL 


STATE  SOURCES. 


I. 

II. 

III. 

IV. 

V. 

VI. 

School  Year  Ending 

on  Com- 
chool 
Loans 
y  Bor- 

July  31- 

•1^ 

iterest 
mon  S 
Fund 
Paid  I 
rower 

iterest 
gressi 
Town 
Fund. 

« 

H 

W 

1880 
1884 
1887 
1888 
1889 
1890 
1891 
1892 
1893 
1894 
1895 
1896 
1897 
1898 
1899 
1900 
1901 
1902 
1903 


$1,519,791  66 
1,408,113  49 
1,443,176  55 
1,403,412  91 
1,390,092  27 
1,446,255  46 
1,453,568  01 
1,483,036  42 
1,983,348  34 
2,077,323  12 
1,980,452  20 
1,868,745  11 
1,535,429  04 
1,568,187  59 
1,559,144  91 
1,595,344  10 
1,564,955  27 
1,623,170  87 
1,698,868  59 


$204,145  30 
211,112  19 
449,612  15 
464.140  73 
462,207  22 
476,184  31 
427,550  42 
436,924  66 
435,197  84 
436,960  17 
431,994  76 
444,400  13 
422,125  88 
437,794  99 
436,847  51 
451,055  84 
443,811  36 
423,130  68 
401,829  06 


$197,675  80 
187,162  70 
197.748  14 
218,118  93 
199.165  22 
180,188  30 
213,464  60 
191,761  17 
157,246  10 
161,906  62 
153,169  95 
154,817  02 
162,729  63 
148,744  53 
167,748  68 
147,456  01 
153,145  27 
139,059  59 
144,981  53 


$1,921,612  76 
1,806,388  38 
2,090,536  84  i 
2,085,672  57 
2,051,464  71 
2,102,628  07 
2,094,583  03 
2,111,722  25 
2,575,792  28 
2,676,189  91 
2,565,616  91 
2,467,962  26 
2,120,028  55 
2,154,727  11 
2,163,741  10 
2,193,855  95 
2,161,911  10 
2,185,361  14 
2,271,570  59 


$2  71 
2  51 
2  80 
2  74 
2  71 
2  72 
2  72 

2  76 

3  31 
3  36 
3  17 
3  08 
2  89 
2  87 
2  86 
2  90 
2  73 
2  88 
2  91 


Notes  on  Above  Table:  1.  In  columns  II,  III,  VII,  VIII,  IX,  XI  the  sources  of  the 
revenues  actually  used  are  the  January  distribution  of  any  year,  together  with  the  June 
distribution  of  the  previous  year,  not  the  two  distributions  of  a  calendar  year.  The  school 
year  embraces  the  last  half  of  one  and  the  first  half  of  the  next  calendar  year. 

2.  In  column  IV  the  current  year  is  used.  The  congressional  interest  remains  about 
the  same  from  year  to  year. 

3.  The  table  shows  that  the  state's  participation  in  education  is  about  the  same  per 
capita  each  year,  whereas  the  local  support  has  more  than  doubled  in  the  period  from  1880 
to  1903. 


EDUCATION  IN  INDIANA. 


185 


REVENUES  IN  INDIANA. 


LOCAL  SOURCES. 

VIL 

VIIL 

IX.                   X. 

XI. 

XIL 

xin. 

XIV. 

J 

0) 

1 

Com- 
ool 
id  by 
onlTn- 
ind. 

ol 

from 

urces. 

■ji 

Hapita 
from 
e  and 
urces. 

'3  9, 

ii 

o  a 

1^ 

iterest  or 
mon  Sell 
Fund  Pa 
Counties 
loaned  fi 

.2  ® 

ill 

otal  Per 
ReA'enue 
both  Stat 
Local  So 

c/i 

^     ■ 

^ 

H 

« 

^ 

$589,093  21 

None. 

$1,461,891  15 

$8,986  36 

$193,512  15 

$2,253,482  87 

$3  18 

$5  89 

806,415  35 

None. 

1,410,091  09 

20,969  11 

279,885  89 

2,517,361  44 

3  50 

6  01 

951,979  78 

None. 

1,546,659  90 

31,377  11 

331,256  59 

2,861,273  38 

3  84 

6  64 

1.008.072  56 

None. 

1,615,386  52 

22,202  16 

344,342  79 

2,990,004  03 

3  93 

6  67 

1,001,032  68 

None. 

1,567,921  46 

31,743  07 

346,652  83 

2,947,350  04 

3  87 

6  60 

1,172,232  39 

$45,752  61 

1,777,500  85 

11,474  30 

337,779  83 

3,344,739  98 

4  42 

7  06 

1,370,799  85 

57,187  13 

1,705,727  94 

26,421  78 

353,155  40 

3,513,292  10 

4  56 

7  27 

1,408,336  64 

67,789  30 

1,689,135  64 

18,872  50 

358,407  04 

3,542,541  12 

464 

7  40 

1,051,796  08 

43,714  74 

1,810,417  39 

25,192  54 

391,554  56 

3,322,675  31 

4  28 

7  59 

1,433,792  75 

18,630  54 

2,048,179  03 

18,646  14 

395,629  80 

3,914,878  26 

4  92 

8  28 

1,562,155  75 

17,421  69 

2,415,600  44 

20,937  54 

396,160  00 

4,412,275  42 

5  45 

8  77 

1,472,016  56 

15,713  81 

2,239,349  44 

12,671  83 

377,937  72 

4,117,689  36 

5  15 

8  24 

1,770,816  24 

15,545  71 

2,316,077  11 

27,588  58 

344,492  17 

4,474,519  81 

609 

898 

2,228,546  40 

26,926  47 

2,493,610  32 

29,712  31 

386,637  07 

5,165,432  57 

689 

976 

2,489,396  06 

15,638  45 

1.855,543  91 

30,686  88 

401,243  70 

4,572,509  00 

632 

8  92 

2,599,262  95 

151,744  65 

1,838,022  79 

19,460  42 

426,670  37 

5,035,161  18 

6  67 

9  56 

2,687,931  96 

96,265  24 

2,557,590  51 

29,405  41 

436,946  64 

5,808,139  76 

7  68 

10  54 

2,706,923  83 

87,873  67 

2,535,696  45 

52,403  86 

487,601  69 

5,870,499  50 

7  78 

10  63 

3,285,490  06 

106,806  79 

3,163,011  29 

83,467  74 

496,514  92 

7,135,290  80 

9  29 

12  20 

4.  The  per  capita  of  revenues  as  above,  column  XIV,  does  not  accord  with  the  per 
capita  cost  of  education  (Table  D).  This  is  due  to  the  fact  that  there  are  sources  and  ex- 
penditures which  do  not  come  through  the  regular  channels  of  school  taxes  and  revenues, 
e.  g.,  tuition  paid  by  private  parties  for  the  privilege  of  sending  a  child  from  one  corpora- 
tion to  another.  The  per  capita  distribution  of  school  revenue  is  never  a  measure  of  the 
per  capita  expenditure.  The  whole  object  in  making  this  table  is  to  show  the  relative 
degrees  of  participation  of  the  state  and  local  corporations  in  raising  school  revenues. 


186 


EDUCATION  IN  INDIANA. 


TABLE  D.   EXPENDITURES  FOR  THE  MAINTENANCE  OF  COM- 
MON AND  HIGH  SCHOOLS.   COMPARATIVE  TABLE. 

Note.— This  table  takes   no  account   of  expenditures   for  the   state's 

higher  institutions. 

Total  Per  Capita  Per  Capita, 

Expenditure  A'-rpendifnre  Expend  it  are 

for  0)1  SrJiool  OK,  School 

Tear.                                                                   Schools.*  E)iit)neratio)i.*  E)iroll)ne)it* 

1897     $7,096,985  13  $10  25  $13  96 

1898     7,846,139  21  10  39  13  85 

1899     8,188.088  74  10  83  14  70 

1900     8,182,526  72  10  82  14  48 

1901     8,444,267  56  11  14  15  16 

1902     9,405,513  14  12  34  16  78 

1903     9,901,645  41  12  90  17  66 


*These  items  show  all  expenditures  from  the  school  funds  (state  and 
local).  They  do  not  take  account  of  the  following,  paid  from  funds 
outside  of  school  revenues: 

(a)  Annual   salaries   of  township   trustees   from   town- 

ship  funds   (approximated) $80,000  00 

(b)  Compulsory  education  expenses  from  county  funds     36,000  00 

(c)  Salaries    of    county    superintendents    from    county 

funds  (approximated)    92,000  00 

(d)  Funds  realized  from  the  sale  of  local  school  bonds 

for  building  purposes No  data. 

(e)  Amount  paid  by  counties  out  of  county  fund   for 

county  institutes  (1903) 8,462  40 

(fl  The  total  expended  on  account  of  items  above  (a,  b,  c,  d,  e,) 
will  approximate  $500,000  annually,  which  added  to  the 
"total  expenditures,"  would  raise  the  per  capita  accordingly 
each  year. 

TABLE  E.     TEACHERS'  WAGES— COMPARISON. 


Total  Ex- 
pended FOR 
Teachers. 

Average  Yearly 
Wages  of 
Teachers  of 
All  Grades 
and  High 
Schools, 

Average  Daily  Wages. 

In  Townships. 

In  Towns. 

In  Cities. 

83 

Males. 

Females 

Males. 

Females 

Males. 

Females 

1897 

$4,516,658  40 
4,762,347  32 
4,800,964  68 
5,023,481  27 
4,930,292  97 
5,483,938  01 
6,122,075  17 

$300  07 
312  83 
309  98 
321  68 
308  54 
341  91 
381  65 

1898 
1899 
1900 
1901 
1902 
1903 

* 
$2  10 
2  11 
2  14 
2  38^ 
2  43 

* 

$1  90 
1  94 

1  94 

2  26 
-        2  27^ 

* 

$2  99 
3  08 
3  06 
3  13 
3  21 

* 
$2  04 
2  03 
2  07 
2  32 
2  39 

* 
$4  34 
4  31 
4  38 
4  34 
4  49 

* 

$2  33 
2  56 
2  34 
2  72 
2  77 

*The  statistics  for  1898  are  given  for  all  teachers  in  each  corporation— not  divided  into 
classes  of  males  and  females:  In  townships,  $1.98:  in  towns,  $2.32;  in  cities,  $2.58. 


EDUCATION  IN  INDIANA.  187 


TABLE   F.      PAY  OF  TOWNSHIP  TRUSTEES. 

Amount  Paid 

Trustees  for 

Managing 

Educational 

Fear.  '  Affairs. 

1897  $87,607  64 

1898  89,967  77 

1899  110,122  90 

1900 103,818  61 

1901  109,975  08 

1902 87,049  58 

1903  05,287  55 


TABLE   (4. 

Year  Enumeration. 

1880  703,558 

1885  740,949 

1890  *770,722 

1892  776,963 

1893  *795,256 

1894  *808,261 

1895  *798,917 

1896  734,640 

1897  749,902 

1898  754,945 

1899  755,698 

1900  756,004 

1901  757,684 

1902  761,801 

1903  767,436 


nrollment. 

Attendance. 

511,283 

321,659 

504,520 

332,740 

512,955 

342,275 

511,823 

360,664 

519,009 

350.963 

541,570 

392,689 

529,345 

392,035 

543,665 

401,702 

551,073 

402,747 

566,157 

t432,931 

556,651 

424,725 

564,807 

429,566 

556,731 

420,276 

560,224 

423,078 

560,523 

424,007 

^From  1890  to  1895,  inclusive,  the  enumeration  lists  were  "padded."    The 
new  law  on  this  subject  makes  it  difficult  to  return  an  incorrect  list. 

The  best  attendance  is  shown  in  1898.     This  was  due  to  the  then  new 
compulsory  education  law. 


188 


EDUCATION  IN  INDIANA, 


TABLE  H. 

The  following  table  shows  total  amount  of  school  fund  since  1862, 
the  per  capita  belonging  to  each  child  of  school  age  in  the  State: 


Vear.  Etmmeration. 

1862  528,583 

1864  557,092 

1866  559,778 

1868  592,865 

1870  619,627 

1872  (>31,539 

1874  ()54,364 

1875  667,736 

1876  679,230 

1877  694,706 

1878  699,153 

1879  708,101 

1880  703,558 

1885  740,949 

1890  770,722 

1892  776,963 

1893  795,256 

1894  808,261 

1895  798,917 

1896  734,640 

1897  ; 749,902 

1898  754,945 

1899  755,698 

1900  756,004 

1901  757,684 

1902  761,801 

1903  767,436 


and 


Total  School 

Fund 
Common  and 

Per 

Capita 
of  Funds 
on  Enn- 

Interest 

Distributed 

Upon  Basis 

of  Funds 

Per 

Capita 

on  Enu- 

Congressional. 

mera 

tion. 

meration. 

$7,193,154 

91 

$13 

61 

.  . .  . 

7,778,355 

94 

13  96 

7,611,337 

44 

13 

59 

8,259,341 

34 

13 

93 

*8,575,047 

49 

13 

84 

8,437,593  47 

13 

36 

8,711,316 

(JO 

13 

31 

8,799,191 

()4 

13 

18 

8,870,872 

43 

13 

0(; 

8,924,570  34 

12 

85 

8,974,455 

55 

12 

85 

9,013,061 

75 

12 

73 

9,065,254 

73 

12 

88 

9,328,791 

39 

12 

59 

9,784,170 

55 

12 

69 

.76 

9,955,394 

28 

12 

81 

.77 

9,993,377 

42 

12 

56 

.75 

10,157,163 

32 

12 

56 

.75 

10,146,959 

30 

12 

70 

.76 

10,218,432 

19 

13 

90 

.83 

10,222,792 

24 

13 

63 

t.82 

10,303,184  01 

13  63 

t.82 

10,312,015 

27 

13 

64 

t.82 

10,359,969  05 

13 

70 

t.82 

10,390.326  33 

13 

71 

t.82 

10,443,885  34 

13 

70 

t.82 

10,498,716  09 

13 

68 

■ 

-.82 

*It  is  believed  that  the  figures  for  1870,  which  were  taken  from  a  former 
report,  are  not  accurate. 

tit  is  apparent  that  the  growth  in  the  school  funds  can  no  longer  exceed 
the  growth  in  school  enumeration.  For  seven  years  the  per  capita  distri- 
bution upon  the  basis  of  the  interest  from  the  funds  has  been  the  same 
amount,  namely,  82  cents. 


/H)UCATION  IN  INDIANA 


189 


TABLE  I.      ADDITIONS  TO  COMMON  SCHOOL  FUNDS. 

Fines  Balance 

and  from  Other  Total 

Year.                                                    Forfeitures.                       Sources.  Additions. 

1880  ...$43,910  48  $8,489  67  $52,400  15 

1881 43,262  65  3,848  52  47,111  17 

1882 53,591  59  26,644  06  80,235  65 

1883  54,470  93  4,300  21  58,771  14 

1884  58,220  46  6,939  11  65,159  57 

1885  49,860  77  6,664  28  56,525  05 

1886  57,907  91  4,465  27  62,373  18 

1887 68,423  30  14,143  70  82,567  00 

1888  70,617  08  13,167  60  83,784  68 

1889  44,094  58  12,699  56  56,794  14 

1890  68,208  16  14,455  88  82,664  04 

1891  61,716  07  9,189  97  70,906  04 

1892  , 71,106  23  11,134  86  82,241  09 

1893  57,120  95  9,473  09  66,594  04 

1894  58,839  43  5,162  22  64,001  65 

1895  59,969  57  14,867  06  74,836  63 

1896  57,119  03  11,945  21  69,064  24 

1897  34,738  97  7,919  73  42,658  70 

1898  41,682  94  4,739  85  46,422  79 

1899  36,765  53  8,477  24  45,242  77 

1900  44,858  23  6,439  64  51,297  87 

1901 34,369  12  2,698  46  37,067  58 

1902  43,444  43  9,706  77  53,151  20 

1903  41,433  82  12,080  90  53,514  72 


190 


EDUCATION  IN  INDIANA, 


TABLE  J.      SCHOOLHOUSES,  NUMBER  OF 
SCHOOL  TERMS. 

jyumher 

of 
School- 
Year,  houses. 

1880  9,647 

1885  9,877 

1890  9,907 

1892  9,873 

1893  10,007 

1894  9,327 

1895  9,327 

1896 10,051 

1897 10,053 

1898  9,754 

1899   9,983 

1900  10,038 

1901   10,003 

1902 *9,987 

1903   9.375 


TEACHERS  AND 


Number 

of 
Teachers. 

Average 

Length  oi 

School  in 

Days. 

13,578 

136 

13,254 

127 

13,278 

130 

13,549 

132 

13,896 

No 

data. 

14,071 

No 

data. 

13,869 

No 

data. 

14,884 

No 

data. 

15,052 

136 

16,223 

144 

15,488 

149 

15,617 

152 

15,979 

140 

16,039 

146 

16,041 

tl37 

*0n  account  of  school  consolidation  we  have  probably  reached  our  maxi- 
mum number  of  schoolhouses. 

tThe  increase  in  teachers'  wages  has  tended  to  decrease  the  length  of 
school  term. 


SECOND  DIVISION. 

SECONDARY  EDUCATION. 


(191 


I.    High  Schools, 


A,    COMMISSIONED  HIGH  SCHOOLS* 


1.     GENEKAL  STATEMENT. 

Indiana  is  justly  proud  of  her  high  school  system.  Slie  han 
704  high  schools  each  employing  two  teachers  or  more.  Add  to 
this  an  estimated  number  employing  one  teacher  each  and  the 
grand  total  will  reach  about  1,000,  or  approximately  one  high 
school  for  each  township.  We  have  high  schools  accessible  to  nearly 
every  child  in  Indiana. 

The  law  makes  it  necessary  for  every  school  officer  to  provide 
high  school  facilities  at  home  or  in  lieu  thereof  to  transfer  eligible 
pupils  at  public  expense  to  corporations  maintaining  them. 

The  following  is  a  summary  of  high  school  statistics: 


13— Education.  (193) 


194  EDUCATION  IN  INDIANA. 

a.    HIGH  SCHOOL  STATISTICAL  SUMMARY. 
1903. 

1.  Number    of    commissioned    and    non-commissioned     liigh 

schools  in  Indiana  having  tAvo  or  more  teachers 703 

2.  Number  of  higli  schools  having  one  teacher,  about 240 

3.  Number  of  commissioned  high  schools 185 

4.  Number     of     graduates     (15)03)     from     non-commissioned 

high   schools    1,344 

5.  Number    of    graduates    (1903)    from     commissioned    high 

schools 3,09G 

6.  Number    of    pupils    enrolled    in    non-commissioned    high 

schools     13,305 

7.  Total  paid  teachers  in  non-commissioned  high  schools $248,787  21 

8.  Total    paid    during    the    year    for    libraries,    appliances, 

stoves,  furniture,  etc.,  not  including  janitors'  service.  .     37,001  42 

9.  Total    current    or    annual    cost    of    maintaining    non-com- 

missioned   high   schools 285,788  G3 

10.  Average  cost  per  pupil  in  non-commissioned  high  schools.  .  25  00 

11.  Number  of  pupils  enrolled  in  commissioned  high  schools.  .  23,330 

12.  Total  paid  teachers  in  commissioned  liigh  schools .1^570,803  90 

13.  Total  paid  for  appliances,  reference  books,  stoves  and  fur- 

niture in  commissioned  high  schools 01,405  42 

34.    Total    current    or    annual    cost     of     commissioned     high 

schools     032,209  32 

15.    Average    current    cost    per    pupil    in    commissioned    high 

schools     33  00 

10.    Number     of    teachers    employed    in    commissioned     high 

schools  981 

17.  Number  of  teachers  employed   in  non-commissioned  high 

schools     848 

18.  Average  yearly  wages  of  teachers  in  commissioned  high 

schools     $720  00 

19.  Average   yearly    wages   of   teachers   in    non-commissioned 

high  schools  432  00 

From  the  figures  given  above  it  is  evident  that  the  state  is 
concerned  in  a  large  way  with  secondary  education.  It  is  im- 
portant, therefore,  that  the  work  be  carefully  supervised  to  avoid 
waste  and  incompetent  instruction. 


EDUCATION  IN  INDIANA.  195 

2T'  COUESE   OF  STUDY  FOE  COMMISSIONED   HIGH 

SCHOOLS. 

Adopted  May  14,  1904. 

a.    INTRODUCTION. 

The  following  course  of  study  for  the  commissioned  high  schools 
of  Indiana  was  adopted  by  the  state  board  of  education,  May 
14,  1904.  It  is  a  revision  of  the  course  adopted  in  1898  and 
revised  in  1902.     It  provides  for  required  work  as  follows: 

Three  years  of  language,  three  years  of  history,  three  years  of  mathe- 
matics, two  years  of  science,  four  years  of  English,  and  electives  to 
complete  a  full  course  of  four  years.  It  is  not  intended  that  the  course 
should  be  an  absolute  one,  but  that  it  should  guide  local  school  oflScers 
and  teachers  and  form  the  basis  of  a  minimum  course.  For  example, 
the  option  is  given  in  the  first  year  to  study  either  botany  or  zoology, 
or  one  of  four  languages.  In  the  third  year  to  pursue  the  study  of 
English  history  throughout  the  entire  year,  or  to  divide  the  year  between 
the  French  and  English  history;  in  the  fourth  year  to  study  either 
physics  or  chemistry,  or  both,  or  to  carry  throughout  the  year  any  one 
of  a  number  of  electives.  It  is  the  desire  of  the  board  to  have  a  few 
subjects  contained  throughout  the  entire  course  rather  than  a  great 
field  of  subjects  each  through  a  brief  period.  It  would  not  seem  advisable 
to  drop  one  year  of  English  for  the  purpose  of  substituting  an  elective, 
nor  does  it  seem  advisable  to  drop  one  year  of  history  and  substitute 
an  elective  in  a  different  department.  A  course  of  study  containing  few 
subjects  pursued  throughout  the  entire  high  school  course  has  many 
advantages:  First,  It  gives  excellent  training,  scholarship  and  discipline 
in  a  given  subject.  Second,  It  makes  necessary  fewer  teachers.  Third, 
It  requires  a  smaller  library  and  equipment.  The  board  recognizes  the 
fact  that  a  great  many  students  do  not  continue  their  education  beyond 
the  high  school.  For  that  reason,  the  option  is  given  of  substituting 
commercial  arithmetic  or  booklveeping  for  solid  geometry.  It  is  the 
intention  of  the  state  board  of  education  to  inspect  as  many  of  the  com- 
missioned high  schools  each  year  as  it  is  possible  for  them  to  reach. 
The  points  of  interest  to  them  are  those  required  of  all  commissioned 
high  schools,  namely:  First,  The  character  of  the  teaching  must  be 
satisfactory.  Second,  The  high  school  course  must  not  be  less  than 
thirty-two  months  in  length,  continuing  from  the  eighth  year.  Third, 
The  whole  time  of  at  least  two  teachers  must  be  given  to  the  high  schoo. 
work.  Fourth,  At  least  one  of  the  high  school  teachers  must  be  a  college 
graduate.  Fifth,  The  pursuing  of  feAv  subjects  throughout  the  entire 
course,  rather  than  many  covering  short  periods.  Sixth,  A  library  ade- 
quate to  meet  all  the  demands  for  reference  work  and  general  reading 
supplementary  to  the  regular  text  books.  Seventh,  Laboratories  fully 
equipped  to  do  all  of  the  necessary  work  in  the  sciences  pursued  in  any 
given  high  school.    Eighth,  No  science  should  be  taught  for  a  term  of  less 


196 


EDUCATION  IN  INDIANA. 


than  one  year.  Ninth,  Admission  to  the  high  school  must  be  given  only 
to  those  who  have  completed  to  the  entire  satisfaction  of  the  school  officers 
and  teachers,  all  of  the  work  of  the  gi*ades.  Tenth,  The  high  school 
building  must  be  kept  in  good  order,  the  sanitary  appliances  adequate,  the 
heating  and  lighting  good,  and  outhouses  and  indoor  closets  clean  and 
sanitary.  Eleventh,  All  courses  leading  to  college  entrance  should  pro- 
vide at  least  three  years  of  foreign  language.  (See  outline.)  Twelfth. 
Psychology,  sociology  and  political  economy  should  not  be  taught  in  high 
schools.  Thirteenth,  Beginning  with  the  school  year  11)03  each  high  school 
must  have  in  its  faculty  at  least  one  graduate  from  an  acceptable  normal 
school,  college  or  university.  Fourteenth,  The  course  of  study  must  be  at 
least  a  fair  equivalent  of  the  following: 

h.    OUTLINE  COURSE. 


First  Year. 

Second  Year. 

Third  Year. 

Fourth  Year. 

(Required.) 

AIgebra,one-half  year. 

Plane  Geometry,  one- 

English. 

and  Plane  Geometry, 

half  year,  and  Solid 

one-half  year,or  Con- 

Geometry, one -half 

American       History 

A  1       a 

crete  Geometry,  one- 

year. 

and  Civil   Govern- 

Algebra. 

half  year.  (Elective) 

ment. 
Physics  or  Chem  try 

Botany  or  Zoology. 

English. 

English. 

Electives— 
Physical  Geogra- 

English. 

History  Tof   England, 

phy. 
Geology. 

History  of  Greece,  one- 

one  year,  or  French 
andEnglish  History, 

half  year,  and    His- 

Commercial Arith- 

Language— 

tory    of  Rome,    one- 

one    year,  (one -half 

(a)  Latin, 

half  year. 

year  each.) 

metic. 

(b)  German, 

(c)  French 

Bookkeeping     or 

or 

Language,    one 

(d)  Greek. 

Language. 

Language. 

year. 

c.     DETAILED  COURSE. 


Science. 

Systematic  instruction  in  one  or  more  branches  of  natural  science  is 
an  essential  part  of  the  high  school  curriculum,  but  it  should  not  be 
attempted  unless  a  skilled  teacher  is  available  and  proper  facilities  for 
laboratory  work  can  be  provided.  The  chief  object  of  science  teaching 
in  the  high  school  is  not  to  impart  information  or  attempt  scientific  train- 
ing, but  rather  to  fix  the  interest  of  the  pupil  upon  natural  phenomena, 
to  develop  his  powers  of  observation,  and  to  cultivate  the  scientific  spirit 
of  accuracy  and  truthfulness. 

The  choice  of  subjects  to  be  taught  should  be  made  deliberately,  for 
definite  reasons  and  then  adjjiered  to;  it  should  not  be  accidental  to  the 
wishes  or  convenience  of  teachers  whose  services  may  l>e  of  a  temporary 
character  only.  At  least  one  of  the  teachers  in  the  high  school  should 
be  employed  because  of  special  training  and  fitness  to  administer  the 
particular  science  subjects  of  the  curriculum. 


EDUCATION  IN  INDIANA.  197 

Wherever  possible  a  separate  room  should  be  provided  for  laboratory 
work,  supplied  with  proper  desks  or  tables  and  with  cases  for  storing 
of  apparatus.  The  equipment  should  be  kept  clean  and  in  order.  It  is 
destructive  of  a  proper  estimate  of  the  value  of  science  study  if  the  pupil 
is  not  made  to  respect  and  value  highly  all  of  the  equipment  and  supplies 
furnished  for  that  purpose.  The  equipment  should  be  well  selected, 
simple  and  for  use.* 

A  common  mistake  in  presenting  science  to  high  school  pupils  is  the 
attempt  to  do  too  much.  In  most  instances  the  amount  of  time,  the  char- 
acter of  equipment,  the  capacity  of  the  teacher  and  the' character  of  the 
pupil  forbid  the  attempt  to  do  more  than  teach  some  of  the  elementary 
principles  of  a  science.  Scientific  theories  which  are  not  well  established 
should  be  avoided  and  the  attention  of  the  pupil  directed  to  a  study  of 
objects  and  phenomena,  of  causes  and  results  and  of  relations.  Intelligent 
note-taking  and  recording  of  work  performed  should  be  cultivated. 

Not  less  than  one  year's  time  should  be  given  to  any  particular  branch 
of  science. 

Botany. 

Only  certain  phases  of  botany  can  be  profitably  pursued  in  the  higl^- 
school.  It  is  advised  therefore  that  these  be  emphasized  rather  than  that 
the  work  be  extended.  Much  harm  has  been  done  both  to  science  and  to 
the  pupil  by  the  attempt  to  include  in  the  high  school  course  w^ork  which 
can  only  be  given  with  profit  in  the  college  or  university. 

Plants  as  living  things  may  obviously  be  studied  in  any  one  of  three 
ways : 

MorpJwJor/ii. 

The  general  appearance  of  plants  (form,  color,  gross  anatomy,  etc.). 
and  their  more  evident  adaptation  to  their  surroundings,  animate  and 
inanimate,  may  be  observed.  At  the  present  time  this  way  of  studying 
plants  is  the  only  one  which  pupils  at  the  average  high  school,  or  at 
many  of  the  commissioned  high  schools,  can  profitably  attempt.  It  is 
known  as  the  general  morphology  of  plants.  In  this  course,  which  should 
be  as  much  as  possible  out  of  doors,  the  pupil  should  observe  the  young 
as  well  as  the  old  plants,  not  merely  as  individuals,  but  as  parts  of  the 
general  scheme  of  nature,  noting  the  conditions  of  soil,  light,  moisture 
and  exposure  under  which  they  live,  and  their  adaptation  to  these  condi- 
tions. For  the  work  of  this  course  either  Gray's  "Structural  Botany" 
(American  Book  Co.,  New  York),  or  Coulter's  "Plant  Studies"  (D.  Appleton 
&  Co.,  Chicago.),  may  serve  as  a  guide.  These  should  be  supplemented  by 
such  works  as  Kerner's  "Natural  History  of  Plants"  (Henry  Holt  &  Co., 
New  York),  or  Coulter's  "Plant  Relations"  (D.  Appleton  &  Co.,  Chicago*. 

A  natomy. 

The  constructive  elements  of  plants  may  be  studied,  noting  not  merely 
the  form  and  the  arrangement  of  the  parts,  but  the  fitness  of  each  ele- 
ment,   and  the   suitableness  of  each   arrangement  of   elements   to   meet 


♦(Members  of  the  board  of  education  will  be  glad  to  give  advice  in  such  matters  when 
requested.) 


198  EDUCATION  IN  INDIANA. 

external  conditions,  largely  those  of  a  physical  nature,  such  as  mechan- 
ical strains,  the  force  of  gravitation,  etc.  Only  in  the  most  advanced 
high  schools  as  yet  can  pupils  profitably  undertake  the  study  of  the 
microscopic  anatomy  of  plants  and  the  study  of  plants  which,  because 
of  their  minute  size,  must  be  examined  under  the  microscope  to  be  known 
at  all.  Some  knowledge  of  the  fundamental  principle  of  physics  will  be 
necessary  before  such  a  course  is  attempted,  not  only  that  the  pupil 
may  understand  the  instruments  with  which  he  works  (lenses),  but  also 
the  mechanical  and  other  principles  involved  in  every  plant  structure, 
even  the  simplest.  The  state  board  of  education  distinctly  advises  against 
the  introduction  of  microscopic  anatomy  into  the  high  school  course  in 
botany  except  when  the  teacher  in  charge  has  been  well  trained  for  the 
work  and  the  apparatus  is  ample  and  appropriate.  Assuming  that  the 
subject  is  given  one-fourth  of  the  pupil's  time  during  one  year,  the  second 
course  may  be  made  to  cover  the  following  topics: 

1.  The  Typical  Plant  Cell.— A  study  of  its  structure,  general  compo- 
sition, contents,  form  and  methods  of  multiplication. 

2.  Unicellular  Plants.— A  study  of  the  general  structure  and  main 
facts  of  growth  and  reproduction  of  yeasts  and  protococcus. 

3.  Multicellular  Plants.— Noting  the  arrangements  of  cells  together, 
the  effect  of  such  groupings  on  the  numbers  of  the  groups,  the  mechanical, 
physical  and  physiological  results  of  such  groupings  and  the  modes  of 
reproduction  as  shown  by: 

a.  Spirogyra  (common  pond  scum)  cladophora,  chara  or  nitella. 

b.  Mucor  (bread  mold). 

c.  The  rusts  and  mildews. 

d.  A  moss. 

e.  A  fern. 

g.  Flowering  plants. 
The  character  and  scope  of  desirable  work  under  these  various  heads 
is  indicated  with  sufficient  accuracy  in  the  various  text-books  in  botany 
on  the  market.  Additional  books  recommended  for  this  course  are 
"Spalding's  Introduction  to  Botany"  (D.  C.  Heath  &  Co.,  New  York). 
Atkinson's  "Elementary  Botany"  (Henry  Holt  &  Co.,  New  York).  "Bot- 
any," L.  H.  Bailey  (The  Macmillan  Co.,  New  York),  Sedgwick  «&  Wilson's 
"Biology,"  Goodale's  "Physiological  Botany"  (American  Book  Co.,  New 
York),  Arthur,  Barnes  and  Coulter's  "Handbook  of  Plant  Dissection" 
(Henry  Holt  &  Co.,  New  York),  Bergen's  "Elements  of  Botany"  (Grinn  & 
Co.,  Chicago),  Bower's  "A  Course  of  Practical  Instruction  in  Botany' 
(Macmillan  &  Co.,  New  York),  Strasburger,  Schimper,  Schenck  and  Noll's 
"Lehrbuch  der  Botanik."  English  translation  (Macmillan  «S:  Co..  New 
York),  The  following  apparatus  would  be  required  for  the  efficient  prose- 
cution of  this  course:  Compound  microscopes,  one  for  each  pupil  during 
his  stay  in  the  laboratory,  but  by  dividing  the  class  into  small  sections 
the  total  number  of  microscopes  need  not  be  large.  The  Bausch  &  Loml) 
Optical  Co.,  Rochester,  N.  Y.,  or  the  Cambridge  Botanical  Supply  Co.. 
Cambridge,  Mass.  (who  will  import  foreign  instruments,  duty  free,  for 
school),  can  furnish  suitable  microscopes  from  $27  upward  in  price 
Cheaper  ones  are  untrustworthy.     In  addition  will  be  needed: 


EDUCATION  IN  INDIANA.  V,)\) 

Glass  slides,  about  75  cents  per  gross. 

Cover  glasses,  75  cents  per  ounce. 

Razors,  $1  to  $1.50  each. 

Camel's  hair  brushes  (small),  20  cents  or  more  per  dozen. 

Watch  glasses  (flat  on  bottom),  25  cents  per  dozen. 

Dissecting  needles  (self-made  by  forcing  sewing  net'dles  into  slender 
handles). 

Fine  pointed  forceps,  15  cents  to  75  cents  per  pair. 

Chemical  reagents,  such  as  iodine,  glycerine,  potassic-hydrate, 
potassic-iodine,  and  a  few  stains  such  as  fuchsin,  eosin,  saffanin,  costing 
in  all  about  $5.00. 

Physiolo(jy. 

The  plant  at  work  may  be  studied,  considering  both  the  nature  of  the 
work  done  and  the  means  by  which  it  is  accomplished.  The  most  im- 
portant facts  of  plant  physiology  should  be  presented  by  the  teacher 
to  classes  studying  plants  in  either  of  the  ways  already  described;  but 
the  study  of  plant  physiology  itself  should  not  be  attempted  in  the  high 
school,  since  the  conditions  necessary  for  successful  experimentation  can 
not  ordinarily  be  provided,  and  especially  since  the  antecedent  training  in 
chemistry  and  physics  essential  to  a  comprehension  of  the  questions 
involved  can  not  have  been  given  under  high  school  conditions. 

Zoology. 

Assuming  that  one-fourth  of  the  student's  time  for  one  year  is  devoted 
to  the  subject,  the  following  scheme  may  be  followed: 

Fall  and  winter,  a  study  of  comparative  anatomy  of  a  series  of  ani- 
mals, beginning  with  the  lower  types.  In  this  the  organism  as  a  living 
thing  may  be  considered,  and  then  its  parts,  noting  the  division  of  the 
body  into  definite  organs  and  systems  for  definite  functions,  and  the 
gradual  increase  in  complexity  and  efficiency  of  these  organs  and  systems 
as  the  higher  types  are  reached.  Detailed  outlines  for  the  study  of  indi- 
vidual forms  are  to  be  found  in  Nos.  1  and  2  of  the  books  mentioned 
below.  The  spring  may  be  taken  up  with  a  more  detailed  study  of  some 
group  of  local  representatives  of  animals  most  familiar  to  the  teacher. 
In  this  connection  frequent  excursions  must  be  taken,  and  especial  atten- 
tion paid  to  the  variety  of  species  found,  the  character  differing  most  in 
the  different  species,  the  peculiar  surroundings  in  which  each  one  lives, 
the  peculiarities  that  fit  each  one  as  to  its  peculiar  home;  the  habits  of 
each  species,  the  coloration  of  each  species  as  compared  with  its  surround- 
ings, the  comparative  number  of  individuals  of  each  species,  the  difference 
between  individuals  of  the  same  species.  For  this  purpose  Nos.  6  and  7 
of  the  books  given  below  will  be  found  useful. 

All  of  the  books  mentioned  below  should  be  accessible  in  the  labora- 
tory.   Each  student  should  be  supplied  with  1  or  2. 

1.  Elementary  Biology,  Boyer.  About  $1.00;  published  by  D.  C.  Heath 
&  Co.,  Chicago. 

2.  Elementary  Lessons  in  Zoology,  Needham.  About  $1.25;  published 
by  American  Book  Co.,  Cincinnati. 


200  EDUCATION  IN  INDIANA. 

3.  Elementary  Biology,  Parker.  About  $2.50;  published  by  Macmillaii 
&  Co.,  New  York. 

4.  Invertebrate  Morphology,  MacMurieh.  About  $4.00;  published  by 
Henry  Holt  &  Co.,  Boston. 

5.  Comparative  Anatomy  of  Vertebrates,  Wiederscheim.  About  $3.50; 
published  by  Macmillan  &  Co.,  New  York. 

6.  Manual  of  Insects,  Comstock.  About  $4.00;  published  by  Comstock 
Publishing  Co.,  Ithaca,  N.  Y. 

7.  Manual  of  Vertebrates,  Jordan.  $2.50;  published  by  McClurg  & 
Co.,  Chicago. 

8.  Colton's  Practical  Zoology.     80  cents;  D.  C.  Heath  &  Co.,  Chicago. 

9.  Holder's  Elements  of  Zoology;  published  by  D.  Appleton  Co., 
Chicago. 

10.  Pratt's  Invertebrate  Zoology;  published  by  Ginn  &  Co.,  Boston. 

11.  Jordan  and  Kellogg's  Animal  Life;  published  by  D.  Appleton  & 
Co.,  Chicago. 

Apparatus  for-  a  Class  of  Ten. 

A  well-lighted  room  with  table  space  of  2^2x1^2  feet  for  each  student. 

Two  compound  microscopes,  at  $27.00.  Bausch  &  Lomb.  Rochester. 
N.  Y.     AAB2. 

Five  dissecting  microscopes,  at  $5.00.  Bausch  &  Lomb,  Rochester, 
N.  Y.     Improved  Barnes. 

One  scalpel,  one  pair  small  scissors,  one  pair  forceps,  one  blow  pipe, 
hand  lens,  mounted  needles.  Five  sets  at  $1.00.  To  be  had  put  up  in 
small  box  form  from  E.  H.  Sargent  &  Co.,  Chicago,  or  Bausch  &  Lomb, 
Rochester,  N.  Y. 

Alcohol  may  be  purchased  for  schools  at  about  50  cents  per  gallon. 
Application  should  be  made  to  some  distillery  to  set  aside  ten  gallons  or 
more  for  withdrawal,  duty  free.  A  bond  must  be  given  for  twice  the 
amount  of  the  tax  of  the  alcohol  to  be  so  withdrawn.  Printed  instruc- 
tions may  be  secured  from  the  nearest  collector  of  internal  revenue. 

Physics. 

It  were  better  that  this  science  be  left  out  of  the  high  school  curricu- 
lum than  to  entrust  its  presentation  to  a  teacher  who  has  not  had  special 
training  in  a  physical  laboratory.  If  physics  can  not  be  taught  well, 
substitute  for  it  a  science  that  can  be.  It  makes  not  so  much  difference 
what  is  taught  as  how  it  is  taught. 

Physics  is  an  experimental  science,  and  must  be  taught  largely  by 
experiment.  This  means  that  each  high  school  must  have  a  supply  of 
physical  apparatus.  But  the  amount  that  is  actually  required  is  mucl» 
less  than  is  generally  supposed.  With  the  aid  of  the  apparatus  and  sup 
plies  mentioned  in  the  appended  list,  an  enthusiastic  and  skilled  teacher 
will  be  able  to  give  most  of  the  experiments  mentioned  in  the  usual  high 
school  text-books  on  physics: 

2  meter  sticks  (to  millimeters  and  inches),  at  25c $0  50 

3  spring  balances  (24  lb.),  at  15c 45 

1  platform  balance  (beam  graduated  to  1-10  gm) 5  65 


EDUCATION  IN  INDIANA.  201 

1  set  metric  weights  (2  kgm.  to  1  gm.) $1  75 

1  box  metric  weigtits  (brass),  100  gm.  to  1  egm 1  50 

1  specific  gravity  balance  (upright) 3  00 

1  pump  (reversible,  condensing  and  exhausting) 3  00 

10  feet  3-16-inch  rubber  tubing  (heavy),  at  10c 1  00 

10  lbs.  mercury,  at  65c 6  50 

10  lbs.  glass  tubing,  soft,  assorted  sizes,  at  50c 5  00 

1  Bunsen  burner  (for  gas) 35 

2  thermometers,  100  degrees  C,  etched  on  stem,  at  95c.  .  .  1  90 

2  tuning  forks,  C.  &  C\  at  $1.50 .- 3  00 

1  sonometer 4  00 

1  long  brass  spiral  spring— for  waves 75 

2  flint  glass  prisms,  at  35c 70 

1  double  convex  lens,  4  inches,  at  $1.25 1  25 

1  crystal  of  Iceland  spar 1  25 

1  magnetic  needle  on  stand 50 

2  bar  magnets  (about  20  cm.  long) 50 

1  electro  magnet  (helix),  with  removable  core 1  50 

1  astatic  galvanometer 5  00 

2  gravity  cells  (crowfoot),  at  50c 1  00 

1  grenet  cell,  1  qt 1  75 

2  lbs.  insulated  office  wire.  No.  18,  at  35c 70 

1  lb.  iron  filings 10 

1  gold  leaf  electroscope  '. 75 

1  eleetrophorus   1  50 

10  lbs.  copper  sulphate  (commercial),  at  5c 50 

10  lbs.  sulphuric  acid  (commercial),  at  5c 50 

1  lb.  chromic  acid 40 

1  rubber  (ebonite)  rod,  1  cm.  diameter 30 

1  soldering  outfit   75 

For  supplies  (as  tumbltrs,  cans,  zinc,  corks,  wire,  chem- 
icals, etc.)  that  can  be  purchased  as  needed  of  local 

dealers 10  00 

Total    $67  30 

Suitable  texts  may  be  mentioned  as  follows: 
Carhart  and  Chute's  Physics  (Allyn  &  Bacon,  publishers). 
Gage's  Physics  (Ginn  &  Co.). 

Appleton's    School    Physics;    Outlines    of   Physics    (Macmillan    &   Co., 
publishers,  New  York). 

Thwing's  Elementary  Physics  (B.  H.  Sanborn  &  Co.,  Boston). 

The  following  named  are  reliable  dealers  in  supplies  and  apparatus: 

W.  A.  Olmstead,  182  Wabash  ave.,  Chicago. 

Eimer  &  Amend,  205-211  Third  ave.,  New  York. 

Chicago  Laboratory  Supply  and  Scale  Co.,  Chicago. 

The  Columbia  School  Supply  Co.,  Indianapolis,  Ind. 


202  BDVCATtON  IN  INDIANA. 

Chemistry. 

The  study  of  diemistry,  accompanied  by  individual  experimental  work 
by  the  pupil  and  demonstrations  by  the  teacher,  provides  excellent  train- 
ing in  observation  and  a  useful  Ivuowledge  of  important  natural  and 
industrial  processes,  as  well  as  in  logical  thinking.  The  aim  of  the  course 
in  the  high  school  should  be  mainly  to  secure  an  understanding  of  funda- 
mental principles  and  the  development  of  the  jjowers  of  observation, 
deduction  and  expression.  The  pupil  should  not  be  led  to  think  that  he  is 
being  trained  in  the  practice  of  analytical  chemistry. 

The  course  should  include  the  study  of  a  suitable  text  accompanied 
by  numerous  simple  experiments  done  by  the  pupil  to  show  the  method 
of  preparation  and  the  properties  of  various  substances.  These  should  be 
supplemented  by  demonstrations  by  the  teacher  if  circumstances  permit, 
showing  the  quantitative  relations  concerned  in  some  fundamental  re- 
actions. The  pupil  may  thus  become  familiar  by  observation  with  the 
experimental  evidence  of  the  more  important  quantitative  laws,  and  thus 
realize  that  our  present  theories  have  been  deduced  from  and  are  not  the 
causes  of  the  facts  observed. 

With  this  in  view,  most  of  the  time  commonly  devoted  to  qualitative 
analysis  may  well  be  given  to  more  thorough  work  in  general  chemistry. 
Analytical  work,  unless  under  the  guidance  of  a  very  exceptional  teacher, 
is  limited  in  its  instructional  value  and  has  little  direct  application  unless 
supplemented  by  more  advanced  study  and  practice. 

The  laboratory  equipment  need  not  be  extensive.  Table  space  is  essen- 
tial for  the  performance  of  experiments.  Gas  and  water  attachments  are 
not  indispensable  but  desirable.  A  resourceful  instructor  will  be  able 
to  conduct  the  work  of  a  class  without  most  of  the  fixtures  considered 
necessary  in  college  and  university  laboratories.  Of  course  the  best  equip- 
ment is  desirable  if  the  school  can  afford  it.  The  elementary  text-books 
on  chemistry  usually  contain  complete  lists  and  prices  of  materials  and 
apparatus  needed  for  the  course  presented.  The  cost  of  such  outfits  will 
vary  from  $15  to  $50,  and  since  some  of  this  is  of  permanent  character, 
the  subsequent  annual  cost  of  maintenance  is  small. 

Not  less  than  one  year  should  be  given  to  the  study  even  in  its  ele- 
mentary outline. 

The  following  are  some  of  the  more  recent  texts  which  seem  best 
adapted  to  high  school  work: 

Briefer  Course  in  Chemistry.     Remson.     (Henry  Holt  «fe  Co.) 

Experimental  Chemistry.     Newell.     (D.  C.  Heath  &  Co.) 

Elementary  Principles  of  Chemistry.     Young.     (Appleton  &  Co.) 

The  following  are  reliable  dealers  in  chemical  apparatus  and  supplies: 

E.  H.  Sargent  &  Co.,  Chicago. 

Eimer  &  Amend,  New  York  City. 

The  Chicago  Laboratory  and  Scale  Co.,  Chicago. 

The  Columbia  School  Supply  t^.,  Indianapolis,  Ind. 

Geology. 

It  would  be  far  better  for  the  student  and  the  school  not  to  attempt 
to  teach  geology  than  to  give  a  disconnected  and  poorly  balanced  course. 


EDUCATION  IN  INDIANA.  203 

In  case,  however,  it  is  desirable  to  include  this  subject,  it  is  recommended 
that  it  be  taught  in  connection  with  the  physical  geographj^  which  may 
be  elected  in  the  last  part  of  the  third  year  or  throughout  the  fourth  year. 
At  least  one  complete  year  should  be  devoted  to  the  course.  As  far  as 
may  be  possible,  the  work  of  the  student  should  be,  in  part  at  least,  of 
an  observational  nature.  The  student  should  be  encouraged  to  reason 
and  draw  conclusions  from  observed  facts. 

As  preparatory  to  further  work,  the  high  school  courses  in  geology 
may  be  based  upon  Tarr's  "Elementary  Geology,"  or  W.  B.  Scott's  "Intro- 
duction to  Geology."  For  the  work  in  physical  geography  the  course  may 
be  based  upon  Tarr's  "Physical  Geography."  For  fuller  treatment  of  the 
topics  than  can  be  given  in  the  course  frequent  reference  should  be  made 
to  the  following  books: 

Dana,  Manual  of  Geology.    American  Book  Co. 

Geikie,  Class  Book  of  Geology. 

Shaler,  Story  of  Our  Continent. 

Shaler,  Sea  and  Land. 

Russel,  L.  C,  Volcanoes  of  North  America. 

Geikie,  Physical  Geography, 

LeConte,  Elements  of  Geology.     D.  Appleton  &  Co. 

Mathematics. 

Tavo  courses  of  study  for  classes  in  high  school  mathematics  are  here- 
with given,  either  of  which  covers  the  amount  of  mathematics  required 
of  commissioned  high  schools. 

It  will  be  seen  that  they  differ  but  slightly,  one  introducing  the  study 
of  concrete  geometry  which  the  other  does  not  offer,  and  requiring  its 
study  previous  to  the  study  of  demonstrative  geometry,  thus  pushing 
demonstrative  geometry  one-half  year  farther  along  in  the  course. 

The  formal  study  of  demonstrative  geometry  immediately  following 
algebra  is  known  to  be  extremely  difficult  for  many  students,  and  the 
study  of  concrete  geometry  as  an  introduction  to  demonstrative  geom- 
etry, thus  familiarizing  the  students  with  the  simpler  elements  of  the 
subject  but  particularly  with  the  language  of  geometry,  has  been  found 
by  skilled  instructors  to  make  the  mastery  of  demonstrative  geometry 
much  easier  by  students  generally,  and  its  study  more  thoroughly  enjoyed 
by  them. 

It  is  recommended  that  those  students  whose  school  education  will 
end  with  their  graduation  from  the  high  school,  be  permitted  to  elect 
some  other  mathematical  subject,  say  advanced  arithmetic,  advanced 
algebra  or  bookkeeping,  in  the  place  of  solid  geometry  in  the  fourth  year. 

1.    Algehra. 

One  and  one-half  years  (at  least  twelve  school  months)  of  daily  reci- 
tations given  to  the  mastery  of  the  fundamental  processes,  factoring, 
fractions,  simple  and  quadratic  equations,  simple  simultaneous  equations, 
powers  and  roots.    (Have  omitted  logarithms.) 


204 


EDUCATION  IN  INDIANA. 


The  following  named  texts,  which  have  been  thoroughly  tested  by 
competent  teachers  of  algebra,  are  recommended  for  use  in  high  school 
classes : 

1.  Taylor's  Elements.     Allyn  &  Bacon. 

2.  Wells'  Essentials.     D.  C.  Heath  &  Co. 

3.  Wentworth's  Revised.     Ginn  &  Co. 

4.  Fisher  and  Schwatt.     University  of  Pennsylvania. 

5.  Beman  and  Smith.     Ginn  &  Co. 

G.    Milne-Academic.     American  Book  Co. 

2.    Concrete  (leometry. 

One-half  year  (a  minimum  period  of  four  school  months)  of  daily 
recitations  to  be  devoted  to  the  mastery  of  the  "language  of  geometry" 
and  such  of  the  simpler  elements  of  geometry  as  may  be  illustrated  in  a 
concrete  way.  To  be  taught  orally  or  with  the  assistance  of  some  good 
text. 

S.    Demonstrative  Geometry. 

One  year  (eight  school  months)  of  daily  recitations  in  plain  geometry 
required  of  all  students,  and  one-half  year  (four  months)  of  solid  geometry 
required  of  students  who  are  preparing  for  entrance  to  college,  but  elec- 
tive with  those  who  will  cease  going  to  school  at  the  close  of  their  high 
school  course.  Special  emphasis  to  be  placed  on  the  worlving  out  of 
practical  exercises  and  the  solution  of  original  problems. 

The  following  texts  are  recommended: 

1.  Wells'  Essentials,  Revised.     D.  C.  Heath  &  Co. 

2.  Wentworth,  Revised.     Ginn  &  Co. 

3.  Beman  and  Smith,  Revised.     Ginn  &  Co. 

4.  Philips  and  Fisher.     American  Book  Co. 

5.  Milne.    American  Book  Co. 

6.  Schultze  and  Sevenoak.    The  Macmillan  Co. 


Years. 


Course  I. 


Course  II. 


First 

Algebra. 

Algebra. 

Second. 

Algebra,  one-half  of  year. 
Demonstrative  Geometry,  one-half 
of  year.  Plane. 

Algebra,  one-half  of  year. 
Concrete    Geometry,  one-half    of 

year. 

Third 

Demonstrative   Geometry— Plane, 

one-half  of  year. 
Demonstrative  Geometry—  Solid, 

one-half  of  year. 

Demonstrative  Geometry— Plane, 
entire  year. 

Fourth 

Eler'tive. 

Demonstrative    Geometry— Solid, 

first  half  of  year. 
Elective,  second  half  of  year. 

EDUCATION  IN  INDIANA.  205 

Foreign  Languages. 

Latin,  Greek,  French  or  German,  if  equally  well  taught,  may  be  given 
equal  value  in  the  high  school  course.  But  in  order  to  meet  the  require- 
ments for  admission  to  Indiana  colleges  generally,  a  student  must  have 
had  not  less  than  three  full  years'  work  in  some  one  of  these  languages. 

Latin. 

The  study  of  Latin  in  the  high  school  may  be  divided  conveniently 
into  periods  of  nine  months  each,  whether  or  not  these  periods  correspond 
to  the  length  of  the  year  in  the  several  schools.  Each  period  of  nine 
months  should  be  devoted  to  a  distinct  subject,  the  elements  of  the  lan- 
guage, Caesar,  Cicero  and  Virgil.  These  four  subjects,  or  as  many  of 
them  as  the  length  of  the  course  permits,  should  be  taken  in  the  order 
given  above,  and  no  subject  should  be  begun  until  nine  months  has  been 
spent  upon  the  one  immediately  preceding.  Schools  having  a  three  years' 
course,  should,  therefore,  omit  Virgil  altogether;  those  having  a  two 
years'  course  should  omit  Cicero.  The  course  which  gives  nine  months  to 
the  lelements  and  nine  months  to  Caesar  is  a  better  cdurse  than  one  of 
the  same  length  which  distributes  the  last  nine  months  among  Caesar, 
Cicero  and  Virgil,  or  between  any  two  of  them. 

A  school  library  is  as  essential  to  good  work  in  Latin  as  is  a  collection 
of  apparatus  to  good  w^ork  in  physics  or  zoology.  Thirty  or  forty  dollars 
will  buy  a  good  working  collection  as  a  nucleus,  and  the  following  list 
is  recommended  as  a  good  one  from  which  to  make  selections: 

Madvig's  (Ginn  &  Co.)  or  Roby's  (Macmillan)  Latin  Grammar;  Kiep- 
ert's  (Leach,  Shewell  &  Sanborn)  or  Ginn  &  Co.'s  Classical  Atlas;  Lewis' 
Latin  Dictionary  for  Scliools  (Harper's);  Harper's  Dictionary  of  Classical 
Antiquities  and  Literature;  Schreiber's  Atlas  of  Classical  Antiquities 
(Macmillanj;  Johnston's  Latin  Manuscript  (Scott.  Foresman  &  Co.);  Gow's 
Companion  to  School  Classics  (Macmillan);  Howard's  Quantitative  Pro- 
nunciation of  Latin  (Scott,  Foresman  &  Co.);  Mackail's  Latin  Literature 
(Scribner's) ;  any  good  history  of  Rome;  Plutarch's  Lives;  Roman  Politi- 
cal Institutions,  by  Abbott  (Ginn  &  Co.);  History  of  Latin  Literature,  by 
Simcox  (Harper's);  Private  Life  of  the  Romans,  by  Preston  &  Dodge 
(B.  H.  Sanborn  &  Co.);  Helps  to  the  Intelligent  Study  of  College  Prepara- 
tory Latin,  by  Harrington  (Ginn  &  Co.);  Latin  Phrase  Book,  by  Meissner 
(Macmillan);  Harper's  Latin-English  Dictionary;  Smith's  Dictionary  of 
Greek  and  Roman  Biography  and  Mythology,  3  vols.  (Harper's);  Ward 
Fowler's  Julius  Caesar  (Putnam);  Caius  Julius  Caesar,  by  Dodge  (Hough- 
ton, Mifflin  &  Co.);  Julius  Caesar,  by  Dodge  (Houghton  Mifflin  &  Co.); 
Julius  Caesar,  by  Napoleon  III  (Harper's);  Julius  Caesar,  by  J.  A.  Froude 
(Harper's);  Caesar's  Conquest  of  Gaul,  by  T.  Rice  Holmes,  London,  1899 
(Macmillan);  Roman  Britain,  by  H.  M.  Scarth  (Oxford);  Roman  Poets 
of  the  Augustan  Age— Virgil,  by  Sellar  (Oxford);  Essays  on  the  Poetry 
of  Virgil,  in  connection  with  his  life  and  times,  by  Nettleship  (D.  Appleton 
&  Co.);  Master  Virgil,  by  Tunison  (Robert  Clark  &  Co.,  Cincinnati);  Classic 
Myths,  by  Gayley  (Ginn  &  Co.);  Story  of  the  Aeneid,  Edward  Brooks, 
superintendent  public  schools,  Philadelphia;  Myths  of  Greece  and  Rome, 
by  Guerber  (American  Book  Co.);  Johnson's  Metrical  Licenses  of  Virgil 


206  EDUCATION  IN  INDIANA. 

(Scott,  Foresmaii  &  Co.);  Trollop's  Cicero,  2  vols.  (Harper's);  Life  of 
Cicero,  by  Forsyth  (Scribiier's) ;  Catiline,  Claudius  and  Tiberius,  by  Bees- 
ley  (Longmans,  Green  &  Co.) ;  Cicero  and  the  Fall  of  the  Roman  Republic, 
by  Strachan— Davidson  (Putnam's);  Roman  Life  in  the  Days  of  Cicero, 
by  Church  (Dodd,  Mead  &  Co.). 

The  first  nine  months  in  Latin  should  be  devoted  to  the  study  of  the 
elements  of  the  language  under  the  guidance  of  some  one  of  the  modern 
books  for  beginners.  It  may  be  safely  said  that  good  results  may  be 
secured  from  any  book  in  the  following  list,  and  also  that  books  not  in 
this  list  should  be  adopted  by  experienced  teachers  only,  who  have  them- 
selves tested  the  books:  Collar  and  Daniels  (Ginn  &  Co.);  Coy's  (Ameri- 
can Book  Co.) ;  Jones'  (Scott,  Foresman  &  Co.) ;  Scudder's  (Allyn  &  Bacon) ; 
Tuell  &  Fowler's  (B.  F.  Sanborn).  The  main  emphasis  should  be  laid 
during  the  use  of  the  beginner's  book  upon  the  pronunciation,  the  inflec- 
tions, the  order  of  words  and  the  translations.  In  the  average  school 
time  can  hardly  be  spared  for  quantitative  pronunciation,  but  the  student 
should  be  well  drilled  in  the  Roman  sounds  of  the  letters  and  in  accent. 
In  regard  to  the  inflections,  nothing  short  of  absolute  mastery  will  suffice, 
and  at  least  one-fhird  of  the  recitation  time  should  be  devoted  to  black- 
board drills  upon  declensions  and  conjugations  until  such  mastery  has 
been  gained.  In  drilling  the  pupils  to  take  the  thought  in  the  Latin  order 
the  teacher  should  follow  the  method  outlined  by  Professor  W.  G.  Hale 
(Ginn  &  Co.)  and  should  give  daily  exercises.  In  translation  the  teacher 
should  insist  upon  faultless  English,  fluent  and  idiomatic,  and  should  pre- 
pare his  own  translations  of  even  the  easiest  sentences  with  great  care 
that  they  may  serve  as  models  for  imitation  by  the  class.  At  least  nine 
months  will  be  necessary  for  doing  well  the  work  given  in  any  of  the 
beginner's  books  named  above,  and  schools  having  a  year  of  less  than 
nine  months  in  length  should  carry  this  subject  over  into  the  second  year. 

During  the  remainder  of  the  course  the  work  will  be  centered  upon 
some  one  of  the  three  great  classics,  and  the  methods  of  the  several 
periods  will  differ  very  slightly.  In  justice  to  the  teacher  the  authorities 
should  insist  that  all  members  of  a  class  use  the  same  text,  and  special 
texts  for  class-room  should  be  provided  and  owned  by  the  school.  As 
the  work  goes  on  less  and  less  attention  need  be  given  to  inflections,  but 
the  drill  in  reading  in  the  Latin  order  and  in  idiomatic  translations  should 
be  maintained  to  the  end.  Special  attention  must  be  given  throughout 
the  rest  of  the  course  to  syntax.  The  student  should  be  examined  every 
day  upon  the  notes  in  his  edition,  and  the  teacher  should  test  his  knowl- 
edge by  setting  English  sentences  based  upon  the  vocabulary  and  syntax 
of  the  Latin  text  for  translation.  These  sentences  should  be  short  and 
easy,  and  are  best  made  by  the  teacher  from  day  to  day;  if,  however,  the 
teacher  lacks  time  to  compose  the  sentences  he  may  draw  them  from  such 
manuals  as  Collar's  (Ginn  &  Co.);  Daniel's  (B.  F.  Sanborn);  Moulton's 
(Ginn  &  Co.);  Dodge  &  Tuttle's -(American  Book  Co.),  or  Rigg's  The  Series 
in  Latinum  (Scott,  Foresman  «fe  Co.),  In  addition  to  this  translation  there 
should  be  a  systematic  drill  in  syntax  based  upon  one  of  the  older  meth- 
ods (Jones'  is.  perhaps,  the  most  thoroughly  tried)  which  should  be  con- 
tinued throughout  the  second  (Caesarian)  and  third  (Ciceronian)  period. 
While  Virgil  is  read,  prose  composition  may  be  suspended  and  the  time 


EDUCATION  IN  INDIANA.  207 

devoted  to  reports  upon  mythology  based  on  assigned  references  to  works 
in  the  library.  Sight  translation,  once  a  fetich,  should  be  used  with 
caution,  and  only  in  connection  with  the  text  of  the  next  day's  lesson. 
In  Caesar  a  text  may  be  selected  from  the  following:  Kelsey  (Allyn  & 
Bacon);  Harper  and  Tolman,  or  Harkness  (American  Book  Co.);  Chase  & 
Stuart  (Eldridge  &  Bro.);  Greenough  (Ginn  &  Co.);  Lowe  &  Bwing  (Scott, 
Foresman  &  Co.). 

It  is  recommended  that  the  class  read  tirst  Book  I,  Chapter  1-29,  then 
Books  II,  III  and  IV,  and  then  the  omitted  chapters  of  Book  I,  or  an 
equivalent  amount  from  Book  V. 

In  Cicero  the  class  should  read  first  the  four  orations  against  Catiline, 
then  one  of  the  longer  orations  (e.  g.,  the  Manilian  Law,  the  Milo,  the 
Murena  or  Roscius,  then  if  there  is  time  for  further  reading,  a  selection 
from  the  letters  will  be  found  interesting  and  profitable.  The  following 
editions  are  the  best:  Kelsey  (Allyn  &  Bacon);  "D'Oge"  (Sanborn,  Bos- 
ton); Greenough's  (Ginn  &  Co.);  Johnston's  (Scott,  Foresman  &  Co.). 

In  Virgil  the  reading  should  be  confined  to  the  Aeneid  and  Book  III 
may  well  be  postponed  or  omitted  altogether.  Scanning  should  be  taught 
from  the  first,  and  either  the  advance  or  the  review  lesson  ought  to  be 
scanned  in  full  every  day.  The  following  editions  are  recommended: 
Greenough  &  Kittredge  (Ginn  &  Co.);  Comstock's  (Allyn  &  Bacon); 
Frieze's  six  books  and  vocabulary  (American  Book  Co.). 

Practical  suggestions  on  the  teaching  of  the  Latin  in  the  high  schools 
of  Indiana  will  be  found  in  a  paper  read  before  the  classical  section  of 
the  state  teachers'  association  in  December,  1896,  by  Professor  Johnston, 
of  Indiana  university.  It  may  be  obtained  without  cost  of  Scott,  Fores- 
man &  Co.,  308  Wabash  ave.,  Chicago. 


Greek* 

1.  A  beginner's  book,  followed,  if  time  permits,  by  the  reading  of  easy 

selections  from  Xenophon. 

2.  Three  or  four  books  of  the  Anabasis,  or  two  of  the  Anabasis  and  two 

of  the  Hellenica,  with  plentiful  exercise  in  prose  composition  and 
some  study  of  Greek  history. 

3.  Three  or  four  books  of  Homer,  either  Iliad  or  Odyssey,  with  careful 

study  of  forms  and  the  heroic  meter,  and  a  general  view  of  Greek 
literature. 

German* 

1.  Elementary  German,  vising  a  beginner's  book,  supplementing  the  same 

with  Guerber's  MJirchen  und  Erziihlungen,  and  Storm's  Immensee. 

2.  German  Grammar   and  reading   of  Holier  als  die   Kirche,   Aus  dem 

Leben  eines  Taugenichts,  Der  Neffe  als  Onkel  and  Der  Bibliothe- 
kar. 

3.  Prose  composition  and  reading  of  Der  Fluch  der  Schonheit,  Wilhelm 

Tell,  Hermann  and  Dorothea,   Minna  von   Barnhelm.     A  general 
view  of  German  literature. 


*Course  outlined  by  the  city  superintendents'  association. 


208  EDUCATION  IN  INDIANA. 

French* 

1.  A  standard  course  in  elementary  French,  with  exercise  in  composition. 

and  the  reading  of  L'Abbe  Constantin  and  l^indred  selections  from 
French  literature. 

2.  Continue  the  study  of  French  grammar  and  read  Madame  Therese, 

Coppee  et  Maupassant,  and  Contes  de  Daudet. 

3.  French    composition    and    reading   of    Hugo's    Hernani,    Moliere's    Le 

Bourgeois  Gentilhomme,  and  Racine's  Athalie. 

Literature  and  Composition. 

The  object  of  the  English  course  in  the  commissioned  higli  school  is 
to  give  the  student  the  ability  to  speak  his  native  language  correctly,  to 
write  readily  and  effectively,  to  read  with  sympathy  and  insight,  and  thus 
to  strengthen  himself  with  the  best  thoughts  of  others,  and  to  communi- 
cate his  own  best  thoughts  in  an  unmistakable  way.  To  attain  this  object 
involves  the  teaching  of  literature  and  of  composition.  One  recitation  a 
day  for  four  years  should  be  given  in  English. 

The  teaching  of  composition  should  extend  over  the  full  period  of 
four  years,  even,  if  the  subject  can  not  be  taught  oftener  than  once  a 
week.  The  reason  for  this  is  that  composition  is  not  a  subject  that  seeks 
to  impart  a  given  amount  of  information;  it  is  a  subject  that  concerns 
itself  with  the  student's  ability  to  express  himself  at  all  times.  This 
ability  can  be  conveyed  to  the  student  only  by  drilling  him  in  writing  at 
all  stages  of  his  career.  As  he  grows  in  thought,  he  must  advance  in 
expression;  and  hence  practice  in  composition  must  be  continuous  until 
the  student  has  the  command  of  Etiglish  suggested  above. 

There  is  less  reason  for  making  the  study  of  literature  continuous; 
in  so  far  as  the  study  of  literature  consists  of  information,  it  may  be 
taught  like  history  or  science;  but  in  so  far  as  it  is  a  training  in  taste, 
it  requires  continuous  treatment.  Add  to  this  the  fact  that  literature 
is  a  potent  aid  to  composition,  and  it  appears  that,  on  the  whole,  literature 
ought  to  be  taught  continuously  through  the  four  years.  If,  however, 
only  one  of  the  two  subjects  can  be  taught  continuously,  that  one  subject 
should  be  composition. 

As  to  the  relative  amount  of  time  to  be  spent  on  literature  and  com- 
position, it  is  suggested  that  approximately  two-fifths  of  the  time  given 
to  English  be  devoted  to  composition. 

This  course  of  study  is  recommended  for  the  non-commissioned  and 
township  graded  high  schools  of  the  state  also,  and  teachers  are  urged 
to  follow  the  suggestions  for  commissioned  high  schools  whenever 
possible. 

The  work  should  be  done  so  well  that  pupils  completing  one,  two  or 
three  years  in  the  non-commissioned  schools  should  receive  credit  for 
same  upon  entering  any  of  the  commissioned  schools. 

Composition. 

The  work  in  composition  should  consist  of  constant  practice  in  writ- 
ing.    The  two  great  sources  of  material  that  the  pupil  should  use  in  his 


*Course  outlined  by  the  city  superintendents'  association. 


EDUCATION  IN  INDIANA.  209 

work  are  (1)  his  own  experience,  (2)  literature.  The  work  in  literature 
and  composition  should  be  so  correlated  as  to  malie  the  first  furnish 
a  great  deal  of  the  material  for  the  second,  while  the  second  should 
sti-ongly  supplement  the  first.  Themes  or  essays  upon  subjects  well 
within  the  student's  range  -should  be  called  for  at  least  once  a  week. 
Many  short  papers,  daily,  If  possible,  rather  than  longer  papers  weekly, 
will  contribute  to  the  ends  sought.  Difficult,  complex  subjects,  beyond  the 
reach  of  the  immature  mind,  should  never  be  given.  These  papers  should 
be  corrected,  discussed  and  returned  for  rewriting.  Careful,  conscientious 
supervision  of  the  work  on  the  part  of  the  teacher,  and  judicious,  sympa- 
thetic criticism  of  all  the  work  on  the  part  of  the  teacher  and  pupils  is 
strongly  to  be  desired.  There  is  a  large  part  of  the  habit-forming  element 
in  composition.  Correction  should  involve  points  in  spelling,  grammar, 
punctuation,  choice  of  words  and  construction  of  paragraphs.  The  teach- 
ing of  rhetoric  should  be  made  distinctly  subordinate  to  the  teaching 
of  composition. 

The  study  of  standard  authors  as  models;  for  example,  Irving  and 
Stephenson  in  description;  Hawthorne,  Poe  and  James  in  narration;  Thor- 
eau  and  Martin  in  exposition;  Burke,  Webster  and  Beecher  in  argumenta- 
tion. Of  these  forms  of  discourse,  description  and  narration  should  re- 
ceive most  attention.  Exposition  should  have  more  time  than  argumenta- 
tion. It  is  not  necessary,  however,  that  pupils  spend  a  great  deal  of  time 
in  learning  to  make  sharp  distinctions  between  these  various  forms  of  dis- 
course. 

No  one  text-book  in  rhetoric  or  composition  will  be  found  adapted  to 
the  needs  of  every  school.  The  text-books  named  below  are  all  practical 
books;  but  the  teacher  must  remember  that  in  composition  teaching  no 
text-book  can  take  the  place  of  stimulating  class-room  instruction. 

Studies  in  English  Composition,  Keeler  and  Davis;  Outlines  of  Rheto- 
ric, Genung;  Handbook  of  Composition,  Hart;  Foundations  of  Rhetoric, 
Hill;  English  Composition,  Newcomer;  Exercises  in  Rhetoric  and  Com- 
position, Carpenter;  School  English.  Butler;  Composition-Rhetoric,  Scott 
and  Denny;  Composition  and  Rhetoric  for  Schools.  Herri ck  and  Damon; 
Composition  and  Rhetoric,  Loekwood  and  Emerson;  Talks  on  Writing 
English,  Arlo  Bates;  English  Composition,  Barrett  AVendell;  Short  Story 
Writing,  Charles  Raymond  Barrett;  Philosophy  of  the  Short  Story,  Bran- 
der  Matthews;  Story  Composition,  Sherman  Cody;  The  Story  Teller's 
Art,  Charity  Dye. 

LiTERATUEE. 

The  work  in  literature  should  consist  mainly  of  the  study  of  repre- 
sentative selections  from  the  work  in  English  and  American  authors.  The 
simpler  forms  of  writing,  those  that  the  student  can  interpret  most  easily, 
should  be  first  presented,  narrative  poems  and  those  having  strongly 
marked  symbols  coming  before  descriptive  poems  and  those  in  which 
the  charm  is  largely  in  suggestion.  As  the  student  gains  in  interpretative 
power,  the  more  difficult  forms  may  be  put  before  him.  Thus  the  litera- 
ture work  might  fitly  begin  with  selections  from  Longfellow  and  Whittier. 
and  end  Avith  Shakespeare,  Browning  and  Carlyle. 


14— Education. 


210 


EDUCATION  IN  INDIANA. 


The  emphasis  should  at  all  times  be  placed  upon  the  study  of  the  liter- 
ature rather  than  upon  books  about  literature.  But  this  should  not  mean 
that  some  very  systematic  work  should  not  be  done  in  studying  the  devel- 
opment of  the  literature  and  the  place  occupied  by  each  author  in  this 
development.  This  work  may  be  in  the  form  of  talks  by  the  instructor, 
or  some  of  the  briefer  manuals  may  be  put  into  the  hands  of  the  pupils. 

While  it  is  true  that  it  is  better  to  kuoAv  a  few  books  well  than  to 
know  many  imperfectly,  yet  it  is  also  true  that  one  purpose  of  this  work 
is  to  give  an  idea  of  the  extent  of  the  fields  covered.  To  that  end  a  num- 
ber of  masterpieces  should  be  studied  in  reasonable  detail,  while  many 
more  should  be  read  rapidly  for  special  points  and  to  give  some  hint  to 
the  pupil  of  the  great  variety  and  diversity  of  literary  products.  The 
greatest  objection  to  a  set  course  of  masterpiece  study  is  that  it  gives  an 
utterly  false  perspective  of  the  subject.  This  may  in  some  measure  be 
corrected  by  the  means  suggested. 

In  the  following  list  the  dates  refer  to  the  year  of  graduation,  i.  e., 
a  class  graduating  in  1902  should  read  during  its  high  school  career  the 
books  named  under  that  date. 

I.    For  general  reading   and  composition   work: 


1902. 

1903. 

1904. 

* 

* 

* 

* 

* 

* 

* 

* 

* 

* 

* 

* 

* 

* 

* 

* 

* 

* 

* 

* 

* 

•• 

* 

* 

* 

* 

* 

* 

* 

* 

* 

1905. 


Shakespeare— Merchant  of  Venice 

Shakespeare— Julius  Cassar 

Addison— De  Coverly  Papers 

Tennyson— The  Princess 

Lowell— Vision  of  Sir  Launf  al 

Scott— Ivanhoe 

Coleridge- Ancient  Mariner 

Pope-Iliad,  I,  VI,  XXII,  XXIV 

Goldsmith— Vicar  of  Wakefield 

Cooper— Last  of  the  Mohicans 

George  Eliot— Silas  Marner 

Carlyle— Essay  on  Biirns 

II.    For  minute  and  critical  study: 

Shakespeare— Macbeth 

Milton— L'Allegro,  II  Penseroso,  Comus,  Lycidas 

Macaulay— Milton  and  Addison  

Burke— Conciliation  with  America 


*  *  * 

*  *  * 

*  *  * 

*  *  * 


(*)    An  asterisk  indicates  the  year  a  book  is  to  be  used. 


It  is  greatly  to  be  desired  that  every  high  school  be  supplied  with  a 
large  number  of  standard  works  suited  to  the  needs  of  boys  and  girls  of 
high  school  age.  Opportunity  would  thus  be  offered  for  directing  to  con- 
siderable extent  the  outside  reading  of  the  boys  and  girls  at  this  impor- 
tant period  of  their  mental  development.  For  purposes  of  general  reading 
and  culture  it  is  suggested  that  aVmany  of  the  works  named  below,  and 
others  of  similar  character,  as  can  be  supplied  be  placed  on  the  shelves 
of  the  library  in  every  high  school  of  the  sta-te: 


EDUCATION  TN  INDIANA.  211 


(L    LIST  OF  KOOKS  FOR  HIGH  SCHOOLS-SUPPLEMENTARY. 

Cervantes,  S.  M.  de.     Don  Quixote;  abridged  by  Clifton  Johnson. 

Hugo,  Victor.     Jean  Valjean;  ed.  by  Sare  E.  Wiltse. 

Stevenson.  R.  Louis.     Treasure  Island. 

Morse,  John  T.    John  Quincy  Adams. 

Shumway,   Edgar   E.     Day   in  Ancient   Rome. 

Harrison,  Benj.     This  Country  of  Ours. 

Ball,   Robert  S.     Starland. 

Bulfinch,  Thos.     Age  of  Fable. 

Buhver-Lytton,    Sir    Edward.      Last    Days    of    Pompeii. 

Guerber,  H.  A.     Legends  of  the  Middle  Ages. 

Hale,  E.  E.     Man  Without  a  Country,  and  Five  Other  Stories. 

Curtis,  Geo.  Wm.     Prue  and  I. 

Dickens,  Chas.     Story  of  Oliver  Tavist;  condensed  by  Ella  B.  Kirk. 

Matthews,  Wm.    Getting  on  in  the  World;  or  Hints  on  Success  in  Life. 

Heilprin,  Angelo.     Earth  and  Its  Story. 

Shaler,  N.  S.     Story  of  Our  Continent. 

Thoreau,  Henry  D.     Succession  of  Forest  Trees. 

Byron,  Lord.     Childe  Harold;  ed.  by  Andrew  J.  George. 

Dryden,  John.     Palamon  Arcite;  ed.  by  W.  H.  Crawshaw. 

Goldsmith,  Oliver.     She  Stoops  to  Conquer. 

Wordsworth,  Wm.     On  the  Intimations  of  Immortality. 

Griffis,  AVm.  Elliott.     Brave  Little  Holland  and  What  She  Taught  Us. 

Hodgin,  Cyrus  W.     Indiana  and  the  Nation. 

Marcus  Aurelius  Antoninus.     The  Thought  of;  ed.  by  Edwin  Ginn. 

Campbell,   Thomas.     Pleasures  of  Hope. 

Emerson,  R.  W.     American  Scholar,  Self-Reliance  and  Compensation 

Keats,  John.     Endymion;  ed.  by  Gollancz. 

Moore,  Thos.     Lalla  Rookh. 

Pope,  Alex.     Essay  on  Man. 

Sophocles.     Antigone  and  Oedipus  King;  tr.  by  Coleridge. 

Moore,  Sir  Thos.     Utopia;  ed.  by  Gollancz. 

AVallace,  Lew.     Ben  Hur. 

Warner,  Chas.  Dudley.     Being  a  Boy. 

Lamartine,  A.  de.     Oliver  Cromwell. 

Mahaffy,  J.  P.     Old  Greek  Life. 

Whipple,  Edwin  P.     Character   and  Characteristic  Men. 

Plato.     Apology,  Crito;  tr.  by  Paul  E.  More;  Republic. 

Mulock.     John  Halifax   Gentleman. 

Kipling,  R.     Light  that  Failed.     Captains  Courageous. 

Dickens,   Chas.     David   Coppertield;  Nicholas   Nickleby. 

Bryant,  Wm.  C.     Thanatopsis. 

Brooks.      Lecture   on   Biograj^hy. 

Burke.     Speech  on  Conciliation  Avith   America. 

Coleridge.     Ancient  Mariner. 

Cooper.     Last  of  the  Mohicans. 

DeQuincey.     Revolt  of  the  Tartars. 

Dickens,  Chas.     Tale  of  Two  Cities. 

Epictetus. 


212  EDUCATION  IN  INDIANA. 

Gayley.     Classic  Myths  in  English   Literature. 

Eliot,  George.     Silas  Marner. 

Goldsmith,  Oliver.   Vicar  of  Waketield;  Deserted  Village;  The  Traveler. 

Irving,  W.     Sketch  Book. 

Johnson.     Rasselas. 

Macaulay.     Essays  on  Addison  and  Milton. 

Milton.    Paradise  Lost,  Bks.  I,  II,  and  Lycidas;  L' Allegro,  II  Penseroso. 

Comus. 
Plutarch.     Lives. 
Ruskin.     Selections. 

Scott.     Ivanhoe;  Tales  of  a  Grandfather. 
Shakespeare.     Merchant  of  Venice;  Julius  Caesar;  Hamlet;  Macbeth; 

ed.  by  Hudson. 
Coverley,  Sir  Roger  de.    Papers. 

Tennyson.    The  Princess;  Enoch  Arden;  In  Memoriam;  Locksley  Hall. 
Webster.     Speeches;  First  Bunker  Hill  Address. 
White.     Natural  History  of  Solborne 
Wright,  C.  D.     Industrial  Evolution  of  the  U.  S. 
Clodd,  Edw.    Story  of  Primitive  Man. 
Atkinson,  Philip.     Electricity  for  Everybody. 
Grinnell,  G.  B.     Story  of  the  Indian. 
Lodge,  H.  C.  and    Roosevelt,  Theodore.     Hero  Tales  from  American 

History. 
Walker,  F.  A.     Making  of  the  Nation,  1783-1817. 
Dana.     Two  Years  Before  the  Mast. 
Poe.     Raven. 

Schurz,  Carl.    Abraham  Lincoln. 

Chaucer.     Prologue,  The  Knight's  Tale,  and  The  Nun's  Priest's  Tale. 
Lowell.     Vision  of  Sir  Launfal;  Books  and  Libraries;  My  Garden  Ac- 
quaintance. 
Franklin.  Benj.     Poor  Richard's  Almanac  and  Autobiography. 
Hawthorne.     Great  Stone  Face;  Snow-Image. 
Whittier.     Snow-Bound;  Maud  Muller. 
Emerson.     Behavior;  Books. 
Everett.     Character  of  Washington. 
LongfelloAv.     Evangeline;   Building  of  the   Ship;   Courtship   of   Miles 

Standish. 
Tennyson.     Charge  of   the    Light   Brigade;   Death   of  the   Old    Year; 

Crossing  the  Bar. 
Wordsworth,  Wm.     To  a  Skylark;  To  the  Cuckoo;  Daffodils;  To  the 

Daisy. 
Burns.     The  Cotter's  Saturday  Night;  To  a  Mouse;  For  A'  That  and 

A'  That;  Auld  Lang  Syne. 
Lamb.     Dream  Children;  Dissertation  Upon  Roast  Pig;  Barbara  S ; 

Old  China. 
Coleridge.     Kuble  Khan.  *  ^ 

Bacon.     Essays:  of  travel;  of  Studies;  of  Suspicion;  of  Negotiating;  of 

Masques  and  Triumphs. 
Lowell.    Abraham  Lincoln;  Commemoration  Ode. 
Holmes.     Autocrat  of  the  Breakfast  Table. 


EDUCATION  IN  INDIANA.  -213 

Hughes.     Tom  Brown's  School  Days. 

Larcom,  Lucy.     A  New  England  Girlhood. 

Longfellow.     Chilren's  Hour. 

Dickens,  Chas.     Christmas  Carol. 

St.  Pierre.     Paul  and  Virginia. 

Brown,  John.     Rab  and  His  Friends. 

Carlyle.     Goethe,  an  Essay. 

Gray.     Elegy  in  a  Country  Churchyard. 

Lamb.     Essays  from  Elia. 

Thomson.     The  Seasons. 

Thackeray.     Lighter  Hours. 

Homer.     Iliad;  Odyssey;  tr.  by  Bryant. 

Aeschylus.     Prometheus  Bound;  tr.  by  More. 

Euripides.     Alkestis;  Medea;  Hippolytos;  tr.  by  Lawton. 

Dante.     Divine  Comedy;  tr.  by  Norton. 

Omar  Khayyam.     RubaiyM;  tr.  by  Fitzgerald. 

Fiske.     War  of  Independence. 

Course  in  History  and  Cnacs  for  Commissioned  High  Schools. 

Second  Year- 
History  of  Greece  (first  half  year). 
History  of  Rome  (second  half  year). 

Third  Year- 
History  of  England  (whole  year),  or 
History  of  France  (first  half  of  year). 
History  of  England  (second  half  of  year). 

Fourth  Year- 
American  History  and  the  Civil  Government  of  United  States  and  In- 
diana (throughout  the  year). 

Text-books— 

History  of  Greece.     Myers,  Botsford. 
History  of  Rome.    Allen. 

History  of  England.   Larned;  Montgomery;  Oman;  Conian   and  Ken- 
dall. 
History  of  France.     The  Growth  of  the  French  Nation,  Macmillan. 
American  History.    McLaughlin;  McMaster;  Channing;  Fiske, 
Civics— U.  S.     Fiske;  Hinsdale;  Macy;  Wright. 
Civics— Indiana.     Rawles;  Hodgin. 

It  is  recommended  that  the  third  year's  work,  while  particularly  de- 
voted to  France  and  England,  be  made  to  include  a  general  survey  of 
mediaeval  and  modern  history.  As  a  basis  for  such  study  France  is  to  be 
preferred.  If,  however,  the  year  consists  of  at  least  nine  full  months,  this 
subject  may  be  taken  up  during  the  first  half,  and  the  remaining  time  be 
devoted  to  England.  In  this  case  it  would  be  well  to  concentrate  the 
work  in  English  history  on  the  development  of  English  institutions  since 


214  EDUCATION  IN  INDIANA. 

the  accession  of  the  Tudors,  going  over  briefly  earlier  phases  of  English 
history  like  the  Norman  conquest,  Magna  Cliarta  and  the  beginning  of 
parliament. 

In  the  fourth  year  it  is  desirable  that  the  work  in  American  history 
and  civil  government  be  as  closely  correlated  as  possible.  Tluis,  the 
study  of  the  text  of  the  articles  of  confederation  and  of  the  constitution 
should  come  in  connection  vrith  the  study  of  their  historical  setting. 

Among  the  books  that  should  be  placed  in  the  library  as  reference 
books  in  history  may  be  named  the  following: 

History  for  Ready  Reference.,   Larned.  0  vols. 

History  of  Rome.    Duruy,  8  vols. 

History  of  Greece.    Botsford. 

History  of  Rome.     Gibbon. 

History  of  Middle  Ages.     Duruy. 

History  of  France.     Duruy. 

History  of  England.     Froude. 

History  of  England.     Green. 

History  of  England.     Oman. 

History  of  England.     Guest. 

The  Dutch  Republic.     Motley. 

United  Netherlands.     Motley. 

Periods  of  European  History.     The  Macmillan  Co. 

Ferdinand  and  Isabella.     Prescott. 

Phihp  II.    Prescott. 

England  in  the  Eighteenth  Century.     Leckey,  8  vols. 

Civilization  During  the  Middle  Ages.     Adams. 

Causes  of  the  French  Revolution.     Dabney. 

History  of  the  People  of  the  United  States.     McMaster. 

Twelve  Enghsh  Statesmen.    The  Macmillan  Co. 

American  Statesmen  Series.     Houghton,  Mifflin  &  Co. 

History  of  the  United  States.     Bancroft. 

Epochs  of  American  History.     Longmans,  Green  &  Co. 

American  History  Series.     Scribner's. 

Schouler's  History  of  the  United  States. 

Rhodes'  History  of  the  United  States. 

Critical  Period  of  American  History. 

American  Common  Wealth  Series. 

Bryce's  American  Commonwealth. 

Also  each  school  should  be  supplied  with: 

MacCoun's  Historical  Geography  of  Europe.  Ancient  and  Classical 
Period. 

MacCoun's  Historical  Geography  of  Europe.  Mediaeval  and  Modern 
Period. 

MacCoun's  Historical  Geography  of  the  United  States,  or  some  series 
of  charts  equivalent  thereto.. 


EDUCATION  IN  INDIANA.  215 


3.     LIST  OF  COMMISSIONED  HIGH  SCHOOLS. 

City.  Superintendent. 

Akron Mrs.  Carrie  Templeton. 

Albany W.  L.  Cory. 

Albion J.  A.  Cummings. 

Alexandria   J.  G.  Collicott. 

Amboy  A.  E.  Martin. 

Anderson J.  W.  Carr. 

Angola H.  H.-Keep. 

Arcadia E.  J.  Llewellyn 

Ashley ". J.  A.  Moody. 

Attica  E.  H.  Drake. 

Auburn B.  B.  Harrison. 

Aurora    J.  R   Houston. 

Bedford W.  E.  Alexander. 

Bloomfield C.  B.  McLimi. 

Bloomiugton J.  K.  Beck. 

Bluffton W.  A.  Wirt. 

Boonville O.E.Clark. 

Boswell    J.  H.  Barnes. 

Brazil L.  B.  O'Dell. 

Bremen W.  F.  Ellis. 

Broad  Ripple S.  B.  Plaskett. 

Brookville  H.  L.  Smith. 

Brownstown    W.  B.  Black. 

Butler H.  G.  Brown. 

Cambridge  City Lee  Ault. 

Cannelton J.  F.   Organ. 

Oarmel John  W.  Teter. 

Carthage J.  H.  Scholl. 

Cayuga      Colfax  Martin. 

Chalmers John  Gowers. 

Charlestown W.  A.  CoUings. 

Chesterton S.  H.  Roe. 

Churubusco Claud  Belts. 

Cicero F.  A.  Gauze. 

Clinton Wni.  F.  Clark. 

Colfax    CO.  Mitchell. 

College  Corner E.  P.  Wilson. 

Columbia  City C.  L.  Hottel. 

Columbus T.  F.  Fitzgibbon. 

Connersville W.  S.  Rowe. 

Converse C.  E.  Spaulding. 

Covington H.  S    Kauffman. 

Corydon Jesse  W.  Riddle. 

Crawfordsville W.  A.  Millis. 

Crown  Point F.  F.  Heighway. 

Dana ' W.  H.  Smythe. 

Danville O.  C.  Pratt. 


216       •  EDUCATION  IN  INDIANA. 

City.  Superintendent. 

Darlington Daniel  Freeman. 

Decatur H.  A.  Hartman. 

Delphi E.  L.  Hendricks. 

Dublin J.  O.  Mills. 

Dunkirk     O.  E.  Vinzant. 

East  Chicago W.  C.  Smith. 

Edinburg C.  F.  Patterson. 

Elkhart  / D.  W.  Thomas. 

Elwood C.  S.  Meek. 

Evansville ,. .  Frank  W.  Cooley. 

Fairmount C.  H.  Copeland. 

Flora J.  S.  Slabaugh. 

Fortville W.  A.  Myers. 

Fort  Wayne J.  N.  Study. 

Fountain  City B.  W.  Kelley. 

Fowler Lewis  Hoover. 

Frankfort E.  S.  Monroe. 

Franklin H.  B.  Wilson. 

Frankton J.  B.  Fagan. 

Galveston E.  E.  Tyner. 

Garrett E.  E.  Lollar. 

Gas  City J.  H.  Jeffrey. 

Goodland M.  A.  Hester. 

Goshen V.  W.  B.  Hedgepeth. 

Gosport Edwin  L.  Thompson. 

Greencastle H.  G.  Woody. 

Greenfield , W.  C.  Goble. 

Greensburg E.  C.  Jerman. 

Greentown H.  E.  Shephard. 

Greenwood O.  E.  Behymer. 

Hagerstown O.  L.  Voris. 

Hammond W.  H,  Hershman. 

Hartford  City C.  H.  Dry  bread. 

Hobart W.  R.  Curtis. 

Huntingburg F.  D.  Kepner. 

Huntington W.  P.  Hart. 

Hebron  S.N.  Greery. 

Indianapolis C.  N.  Kendall. 

Jasper B.  Sanders. 

Jeffersonville CM.  Marble. 

Jonesboro A.  E.  Highley. 

Kendallville ♦^ D.  A.  Lambright. 

Kentland * C.  L.  Stubbs. 

Kirklin F.  B.  Long. 

Knightstown W.  D.  Kirlin. 

Knox C.  W.  Egner. 

Kokomo R.  A.  Ogg. 


EDUCATION  IN  INDIANA.  217 

City.  Superintendent. 

Ladoga J.  F.  Warfel. 

Lafayette R.  F.  Hight. 

Lagrange W.  H.  Brandenburg. 

Lapel W.  W.  Mershon. 

Laporte John  A.  Wood. 

Lawrenceburg T.  H.  Meek. 

Lebanon O.  A.  Peterson. 

Liberty J.  W.  Short. 

Ligonier W.  O.  Palmer. 

Lima A.  W.  Nolan. 

Linton Oscar  Dye. 

Logansport A.  H.  Douglass. 

Lowell H.  B.  Dickey. 

Lynn Ossian  S.  Myers. 

Madison CM.  McDaniel. 

Marion B.  F.  Moore. 

Markle John  Reber. 

Martinsville J.  E.  Robinson. 

Michigan  City P.  A.  Oowgill. 

Middletown H.  N.  Ooffman. 

Mishawaka J.  F.  Nuner. 

Mitchell J.  L.  Clauser. 

Monon        J.  H.  Shaffer. 

Montezuma J.  A.  Lineberger. 

Monticello J.  W.  Hamilton. 

Montpelier L.  E.  Kelley. 

Mooresville W.  O.  Pidgeon. 

Mt.  Vernon E.  G.  Bauman. 

Muncie  G.  L.  Roberts. 

McOordsville W.  B.  Stookey. 

Nappanee S.  W.  Baer. 

New  Albany O.  A.  Prosser. 

New  Augusta John  Shipman. 

New  Carlisle J.  W.  Rittinger. 

New  Castle  J.  C.  Weir. 

New  Harmony Joseph  Kelley. 

New  London M.  R.  Heinmiller. 

Newport J.  W.  Kendall. 

Nobjesville J.  A.  Carnagey. 

North  Judson C.  F.  Blue. 

North  Manchester C.  F.  Miller. 

North  Vernon G.  P.  Weedman. 

Oakland  City R.  J.  Dearborn. 

Odon F.  M.  McConnell. 

Orleans M.  S.  Mahan. 

Oxford    M.  F.  Orear. 

Paoli J.  C.  Brown. 

Pendleton E.  A.  Allen. 


218  EDUCATION  IN  INDIANA. 

City.  Superintendent. 

Pennville W.  W.  Knox. 

Peru A.  A.  Campbell. 

Petersburg Sylvester  Thompson. 

Pierceton F.  F.  Vale. 

Plymouth    R.  A.  Randall. 

Portland Hale  Bradt. 

Princeton Harold  Barnes. 

Redkey J.  E.  Orr. 

Remington J.  N.  Spangler. 

Rensselaer W.  H.  Sanders. 

Richmond         T.  A.  Mott. 

Rising  Sun R.  L.  Theibaud. 

Roachdale E.G.  Dodson. 

Roann  J.  O.  Reynolds. 

Roanoke W.  T.  Lambert. 

Rochester D.  T.  Powers. 

Rochester  Township  High  School W.  H.  Banta. 

Rockport F.  S.  Morganthaler. 

Rockville       O.  H.  Blossom. 

Rushville A.  O.  McGregor. 

Salem Lotus  D.  Coffman. 

Seymour H.  O.  Montgomery. 

Shelbyville J.  H.  Tomlin. 

Sheridan Abraham  Bowers. 

Shipshewana     J.  W.  Hostettler. 

Shoals O.  H.  Greist. 

South  Bend Calvin  Moon. 

South  Whitley J.  W.  Coleberd. 

Spencer A.  L.  Whitmer. 

Summitville A.  C.  Wooley. 

Sullivan  W.  C.  McCullough. 

Swayzee  E.  E.  Petty. 

Terre  Haute W.  H.  Wiley. 

Thorntown T.  C.  Kennedy. 

Tipton I.  L.  Conner. 

Topeka L.  K.  Babcock. 

Union  City Linnaeus  Hines. 

Upland W.  W.  Holiday. 

Valparaiso    A.  A.  Hughart. 

Van  Buren S.  W.  Convoy. 

Veedersburg W.  C.  Brandenburg. 

Vevay E.  M.  Danglade. 

Vincennes -^ A.  E.  Humke. 

Wabash Miss  Adalaide  S.  Baylor. 

Walkerton A.  E.  Clawson. 

Wanatah F.  R.  Farnam. 

Warren J.  H.  Shock. 


EDUCATION  TN  INDIANA.  219 

City.  Superintendent. 

Warsaw Noble  Harter. 

Washington W.  F.  Axtell. 

Warterloo W.  S.  Almond. 

Waveland Rupert  Simpkins. 

Westfield W.  A.  Jessup. 

West  Lafayette E.  W.  Lawrence. 

Whiting R.  L.  Hughes. 

Williamsport  .      S.  O.  Hanson. 

Winamac W.'  H.  Kelley. 

Winchester O.  R.  Baker. 

Windfall John  Owen. 

Wolcott E.  B.  Rizer. 

Worthington W.  B.  VanGorder. 

Zionsville H.  F.  Gallimore. 


4.     PEOFESSTO^TAL   TKATOIIstg  OF   HIGH   SCHOOL 

TEACHEKS. 

The  public  hi,ch  school  as  it  exists  today  in  America  is  largely 
the  growth  of  the  p^st  sixty  years.  These  schools  have  to  a 
large  extent  supplanted  the  endowed  academies  and  private  schools 
that  formerly  constituted  the  only  connection  between  the  ele- 
mentary schools  and  the  college.  Its  development  has  been  so 
rapid  and  complete  that  at  the  beginning  of  the  twentieth  century 
we  find  it  a  fundamental  part  of  the  system  of  public  education 
in  all  our  states. 

The  functions  of  the  high  school  may  be  enumerated  as  follows : 

1.  It  completes  and  symmetrizes  the  work  begun  in  the  ele- 
mentary schools. 

2.  It  seeks  the  safety  of  the  state  by  extending  to  the  more 
capable  children  of  all  classes  those  educational  advantages  that 
will  result  in  the  selection  and  training  of  leaders  for  intelligent 
service  in  academic,  professional,  and  industrial  life. 

3.  It  opens  the  doors  of  the  college,  the  technical,  and  the 
professional  schools  to  capable  boys  and  girls  of  slender  means. 

4.  It  supplies  teachers  and  furnishes  incentives  to  the  ele- 
mentary schools. 

6.  It  seeks  to  maintain  political  equality  and  active  sympathy 
among  all  classes. 

6.  It  serves  to  extend  among  the  mass  of  people  the  beneficent 
results  of  higher  training  and  sound  learning. 


220  EDUCATION  IN  INDIANA. 

7.  It  seeks  to  implant  in  the  minds  of  yonth  the  fnndamental 
notions  of  idealism  and  morality. 

In  making  a  study  of  the  high  schools  of  the  country  one  will 
find  that  the  weakest  element  in  their  work  results  from  lack 
of  trained  teachers.  A  great  majority  of  the  teachers  have  re- 
ceived no  professional  training  whatever.  It  has  been  too  long 
held  that  teachers  like  poets  are  born,  not  made,  and  therefore 
any  professional  and  technical  instruction,  or  criticism  of  their 
work  is  superfluous.  There  seems  to  be  a  belief  that  by  some 
mysterious  process  of  mental  alchemy  college  students  may  be 
transformed  into  successful  teachers  by  sitting  behind  the  in- 
structor's desk.  A  young  man  does  not  become  a  practicing  phy- 
sician after  taking  a  college  course  in  physiology,  or  a  lawyer 
after  passing  his  examination  in  constitutional  law;  the  state  in 
both  cases  protects,  alike,  the  young  man  from  himself  and  the 
community  from  his  inexperience.  This  sort  of  protection  is 
not  extended  to  the  schools  of  the  state,  and  high  school  students 
everywhere  are  sufferers  from  the  well  meant  but  crude  efforts 
of  college  graduates  to  gain  experience,  an  experience  that  must 
be  gained  at  the  expense  of  their  pupils.  Hundreds  of  young 
teachers  with  high  scholarly  attainments  enter  our  high  schools 
with  ambition  to  succeed,  rejoicing  in  their  opportunities  for  suc- 
cess; yet  there  is  a  constant  procession  of  those  who  as  failures 
abandon  the  profession  simply  because  they  never  were  taught 
the  first  principles  of  theory  and  practice,  and  of  method  in 
the  work  before  them. 

The  secondary  school  is  not  merely  the  first  four  years  of  the 
college,  nor  is  it  an  additional  four  years  of  the  elementary 
schools.  The  secondary  school  of  today  fills  a  place  in  the  edu- 
cation of  the  child  that  is  untouched  by  the  elementary  school 
or  the  true  college.  The  child  enters  the  high  school  at  from 
thirteen  to  fifteen  years  of  age,  and  for  the  next  four  or  five 
years  passes  through  a  distinct  and  vital  period  of  his  develop- 
ment. His  training  during  this  adolescent  period  presents  new 
and  vital  problems  that  are  not  raet  in  the  primary  or  elementary 
schools,  and  which  are  not  important  in  the  real  college. 

With  this  psychological  and  new  birth,  new  and  distinct  meth- 
ods become  imperative.  The  individual  at  this  stage  more  than 
at  any  other  time  of  his  life,  is  susceptible  to  real  culture  and 


EDUCATION  IN  INDIANA.  .221 

development.  In  most  lives  this  is  the  time  of  natural  dawn 
of  the  educational  instinct.  It  is  the  waking  time  of  life  in 
both  body  and  mind.  It  is  now  that  we  find  ''subtle  emotions 
are  setting  into  dispositions,  and  dispositions  are  becoming  char- 
acter." This  is  especially  the  period  ''when  the  great  instincts 
of  altruism  begin  to  be  felt  and  transform  the  soul,  and  there 
comes  to  the  individual  the  great  conception  that  life  is  after 
all  not  to  be  lived  for  self,  but  for  others';  there  comes  to  the 
soul  the  instinct  of  subordination  and  sacrifice,  of  being  ready 
to  die  for  what  he  would  live  for." 

In  this  period  of  the  child's  growth  there  is  demanded  of  both 
parents  and  teachers  a  larger  knowledge  of  his  physical  and 
psychical  life  than  at  any  other  time;  here  a  broader  knowledge 
of  the  child  nature  and  the  laws  of  his  growth  is  imperative. 
Here,  as  well  as  in  the  kindergarten  and  the  elementary  schools, 
the  teacher  trained  for  his  particular  work  is  a  necessity. 

It  is  only  during  the  last  few  years  that  there  has  arisen  any 
serious  question  concerning  the  necessary  qualifications  of  teach- 
ers in  the  secondary  schools.  So  long  as  the  only  secondary  school 
of  consequence  was  the  academy  or  college  preparatory  school, 
so  long  the  only  teacher  worth  considering  was  the  college  grad- 
uate. He  who  would  successfully  fit  boys  for  college  must  him- 
self know  by  experience  what  the  college  demanded.  But  with 
the  growth  of  knowledge  of  the  child's  life,  with  an  enlarged 
curriculum,  and  especially  since  the  growth  of  the  high  school 
has  introduced  variety,  not  only  in  the  subject  of  instruction, 
but  in  the  purposes  of  the  school  as  well,  the  former  supply 
of  teachers  has  proved  inadequate.  Unquestionably  the  lack  of 
professional  training  and  technical  knowledge  in  the  art  of  teach- 
ing, on  the  part  of  the  average  college  graduate,  had  great  weight 
in  promoting  the  belief  that  a  college  education  was  not  an  essen- 
tial pre-requisite  for  teaching  in  the  secondary  schools.  In  hun- 
dreds of  cases  the  normal  school  graduate,  the  specialist  and 
the  elementary  teacher  who  has  made  a  reputation  in  school  man- 
agement have  been  selected  for  positions  in  the  high  school  in  pref- 
erence to  those  with  a  liberal  college  training. 

We  may  deplore  the  situation  as  we  will,  it  is  nevertheless 
true  that  the  college-trained  teacher  without  true  professional 
knowledge  has  but  a  slight  advantage  in   gaining  admission  to 


222  EDUCATION  IN  INDIANA, 

our  secondary  school.  The  college  graduate  has  been  carefully 
weighed  these  many  years  and  too  frequently  found  wanting. 
The  specialist  and  the  normal  school  graduate  have  also  been 
tested  and  the  popular  verdict  is  that  they,  too,  are  often  poor 
craftsmen.  The  educational  welfare  of  the  country  demands  that 
public  opinion  recognize  higher  standards  of  professional  prep- 
aration. Those  interested  in  the  good  of  the  school  must  know 
that  "School  keeping  is  not  necessarily  school  teaching."  The 
technical  ability  to  teach  includes  both.  ''The  art  of  teaching 
is  mimicry  and  a  dangerous  gift"  unless  it  is  founded  on  the 
true  science  of  life,  which  takes  into  account  the  ends  and  means 
of  education  and  the  nature  of  the  mind  to  be  taught.  ''Gradu- 
ates of  colleges  and  normal  schools  must  fail  as  teachers  in  the 
high  school  if  they  teach  only  as  they  have  been  taught."  The 
methods  of  college  professors  are  not  always  the  best,  and  if 
they  were,  high  school  pupils  are  not  taught  or  disciplined  as 
college  students  are.  The  work  of  the  secondary  school  is  unique. 
It  requires  an  arrangement  and  presentation  of  the  subject  matter 
of  instruction  in  a  way  unknown  in  the  elementary  school 
and  unheeded  in  most  college  teaching;  it  requires  tact,  judgment, 
and  disciplinary  powers  peculiar  to  the  management  of  youth. 

In  considering  the  question  of  the  advanced  training  of  teachers 
for  the  secondary  schools  w^e  can  not  fail  to  take  into  considera- 
tion the  problem  of  remuneration  of  the  teacher.  It  is  becoming 
harder,  year  by  year,  for  the  college  graduate  to  find  employment 
in  the  schools  at  a  living  salary.  Granted  that  the  number  of 
positions  annually  falling  vacant  is  relatively  stationary,  and  that 
the  number  of  applicants  are  annually  increasing,  but  one  result 
may  be  expected  unless  an  increase  of  wages  can  be  brought 
about.  The  law  of  supply  and  demand  would  seem  to  force 
the  salaries  down.  In  the  majority  of  secondary  schools  of  the 
country,  little  pecuniary  inducement  is  offered  to  the  intending 
teacher  to  take  an  advanced  course  in  professional  training.  It 
may  seem  true  that  so  lightly  is  higher  professional  training  re- 
garded in  secondary  schools  th^t  it  is  a  question  whether  the 
average  teacher  who  must  depend  on  the  usual  salary  can  afford 
to  spend  the  time  and  money  necessary  to  the  higher  preparation 
for  his  work. 


EDUCATION  IN  INDIANA.  223 

While  we  acknowledge  the  strength  of  this  argument,  we  still 
contend  that  the  great  advantage  of  the  trained  teacher  in  the 
high  school  will  be  finally  recognized.  When  the  American  people 
see  that  a  thing  is  really  worth  having  they  know  how  to  pay 
for  it  without  grumbling.  The  better  class  of  secondary  schools 
over  the  country  now  pay  fair  salaries  and  insist  on  getting  the 
ablest  teachers.  The  very  fact  that  the  competition  for  these  posi- 
tions is  disagreeably  keen  is  the  surest  guarantee  of  a  better 
system  of  training  teachers  for  the  secondary  work.  The  earnest 
young  teacher  can  not  afford  to  compete,  other  things  being  equal, 
with  those  whose  preparation  has  been  less  expensive  and  less 
complete  than  his;  the  only  hope  of  the  ambitious  college  grad- 
uate is  to  put  himself  distinctively  above  his  competitors  in 
the  field  of  his  chosen  work.  This  fact  furnishes  the  opportunity 
for  the  teachers'  college  and  the  school  of  pedagogy  in  the  uni- 
versity. It  is  precisely  this  condition  of  affairs  which  makes 
possible  for  the  first  time  in  America  a  serious  consideration 
of  ideal  methods  for  training  teachers  for  secondary  schools. 

The  committee  of  fifteen  have  said  that  ^^One-sixth  of  the  teach- 
ers in  the  United  States  are  engaged  in  secondary  work  and  in 
supervision.  These  are  the  leading  teachers.  They  give  edu- 
cational tone  to  the  communities  as  w^ell  as  inspiration  to  the 
larger  body  of  teachers.  It  is  of  great  importance  that  they 
be  imbued  with  the  professional  spirit  springing  from  sound 
professional  culture.  The  very  difficult  positions  which  they  fill 
demand  ripe  scholarship,  more  than  ordinary  ability,  and  an 
intimate  knowledge  of  the  period  of  adolescence.'' 

During  the  sixty  years  of  the  existence  of  the  normal  school 
in  America,  its  influence  on  the  educational  methods  and  thoughts 
of  the  country  has  been  beyond  estimate  and  its  growth  phe- 
nomenal. According  to  the  latest  educational  report  of  the  na- 
tional bureau  of  education,  69,593  students  were  in  attendance 
at  the  different  normals  and  training  schools  of  the  United  States. 
The  excellence  and  thoroughness  of  the  work  in  most  of  these 
.schools  have  always  made  them  centers  of  educational  thought 
in  our  country.  That  these  institutions  have  as  yet  failed  to 
provide  an  ideal  preparation  for  all  classes  of  teachers  is  largely 
due  to  the  fact  that  they  have  in  nearly  all  cases  disregarded 
some  of  the  most  fundamental  principles  of  professional  training 


224  EDUCATION  IN  INDIANA. 

which  were  so  ably  set  forth  by  Commissioner  Harris  in  his 
article  on  "The  Future  of  the  Normal  School."  The  most  obvi- 
ous of  these  defects  is  the  failure  to  differentiate  the  work  they 
have  attempted.  The  result  of  this  failure  is  that  all  students, 
irrespective  of  the  part  they  are  to  take  in  the  profession,  are 
trained  side  by  side.  The  same  course  is  supposed  to  train  teach- 
ers to  become  city  superintendents,  county  superintendents,  prin- 
cipals and  teachers  at  high  schools,  elementary  teachers,  primary 
teachers,  and  teachers  in  normal  schools  and  colleges.  It  is 
certainly  plain  that  the  qualifications  and  equipment  needed  for 
teachers  in  these  various  positions  are  different  in  a  very  large 
degree. 

The  great  advance  made  in  educational  methods  during  the 
past  twenty  years  surely  warrants  us  in  saying  that  a  new  era 
in  the  problem  of  training  teachers  is  beginning,  resulting  first 
from  the  demand  of  public  opinion  for  a  higher  class  of  trained 
teachers  in  all  departments  of  the  school,  and  secondly,  from 
the  recent  movement  of  colleges  and  universities  in  establishing 
professorships  of  education.  It  is  evident  to  all  students  of  edu- 
cational processes  that  the  method  of  instruction  and  the  organi- 
zation of  the  work  of  training  teachers  should  vary  according  to 
the  grade  of  education  in  which  the  student  expects  to  work. 
Commissioner  Harris,  in  the  article  above  referred  to,  says: 
"There  is  one  method  for  the  higher  education  and  another  for 
the  elementary.  Within  each  of  these  there  should  be  a  further 
discrimination  of  methods,  so  that  five  stages  of  method  will 
be  noted."  These  five  he  enumerates  as  the  method  of  the  kin- 
dergarten, of  the  elementary  school,  of  the  secondary  school,  of 
the  college,  and  of  the  university.  Speaking  of  the  work  which 
will  be  required  of  the  future  normal  school  and  the  department 
of  education  in  the  university,  he  says:  "The  student  will  be 
taught  how  to  present  a  branch  of  study  symbolically  according 
to  the  method  of  the  kindergarten;  by  typical  facts  as  in  the 
elementary  school;  scientifically  as  in  the  secondary  school;  com- 
paratively as  in  the  college  f.  as  a  specialist  would  investigate  it 
in  the  post-graduate  course." 

In  France  there  are  three  classes  of  normal  schools  and  the 
prospective  teacher  enters  one  or  the  other  according  to  his  inten- 
tion of  becoming  a  teacher  in  the  elementary  schools,  a  teacher 


EDUCATION  IN  INDIANA.  225 

in  the  secondary  schools,  or  a  teacher  of  teachers.  The  first 
of  these  normal  schools  trains  those  who  are  to  be  teachers  of 
boys  and  girls  under  the  age  of  fifteen.  Eighty-nine  of  such 
normals  have  been  established  for  young  men  and  eighty-six 
for  young  women  in  France  and  the  French  colonies.  For  the 
training  of  instructors  in  these  normal  schools  two  special  schools 
have  been  established,  one  for  men  and  one  for  women.  Here 
the  subjects  taught  in  the  elementary  schools  are  studied  with 
a  special  reference  to  the  needs  of  those  who  are  to  become  a 
teacher  of  teachers. 

The  norm'al  school  for  the  training  of  teachers  for  positions 
in  secondary  and  higher  institutions  of  learning  is  at  Paris. 
In  this  school  there  are  approximately  one  hundred  students  who 
aPCQ  chosen  by  competitive  examinations,  open  only  to  those  who 
hold  the  bachelor's  degree.  At  the  end  of  the  first  year  of  the 
course  all  students  are  required  to  pass  the  examination  for  the 
master's  degree.  In  all  these  normal  schools  courses  are  given 
in  philosophy,  psychology,  history  and  principles  of  education, 
and  during  the  last  year  of  the  course  much  time  is  devoted 
to  observation  and  practice  teaching  under  skilled  critic  teachers. 

In  Germany's  experience  we  find  an  illustration  of  the  truth 
that  for  the  true  high  school  teacher  "to  liberal  scholarship  must 
be  added  special  scholarship,  and  to  special  scholarship  profes- 
sional knowledge,  and  to  professional  knowledge  technical  skill." 
There  the  intending  teacher  in  the  secondary  schools  must  first 
of  all  be  a  graduate  of  a  secondary  school;  he  must  also  hold 
a  degree  from  the  university ;  he  must  then  obtain  a  certificate 
from,  a  state  board  of  examiners.  But  this  certificate  confers  no 
right  to  teach.  Something  more .  than  culture  and  scholarship 
is  required.  The  applicant  must  have  taken  a  course  in  philoso- 
phy, ethics,  logic,  psychology,  and  in  the  history  and  principles 
of  education,  and  have  spent  one  full  year  in  the  teacher's  sem- 
inary, where  he  is  trained  in  special  methods  of  presenting  the 
subjects  which  he  expects  to  teach,  in  practice  teaching  under 
guidance,  and  in  familiarizing  himself  with  practical  workings 
of  a  secondary  school.  It  is  safe  to  say  that  Germany  owes  more 
to  the  professional  training  of  her  teachers  and  their  strong 
professional  spirit  than  to  any  other  factor  in  her  educational 
system. 

16— Education. 


226  EDUCATION  IN  INDIANA. 

When  taking  up  the  study  of  this  question  your  committee 
addressed  a  letter  of  inquiry  to  about  sixty  leading  educators 
of  the  United  States  containing  the  following  questions: 

1.  In  addition  to  the  regular  collegiate  course,  or  its  equiva- 
lent, what  professional  training  should  be  required  of  applicants 
for  high  school  positions? 

2.  How  can  this  training  be  given  by  colleges  ? 

3.  How  can  this  training  be  given  by  our  normal  schools  ? 

4.  How  can  this  training  be  given  by  our  city  training  schools  ? 

5.  What  requirements  as  to  professional  training  are  made 
of  applicants  for  high  school  positions  by  the  Board  of  Education 
of  your  city? 

Fifty-one  answers  were  received  to  this  letter.  In  answer  to 
the  first  question,  forty-two  said  that  in  addition  to  the  regular 
college  course  one  or  more  years  of  strictly  professional  character 
covering  the  work  of  the  high  school  should  be  required. 

Of  these  forty-two  answers,  twenty-one  insisted  that  one-half 
year  or  more  should  be  given  by  all  students  to  the  observation 
of  good  high  school  work  and  practice  in  actual  teaching  under 
skilled  critic  teachers.  Among  those  favoring  the  requirement 
of  the  practice  work  were  the  following :  Charles  Degarmo,  Cor- 
nell university ;  Elwood  Cubberly,  Leland  Stanford ;  F.  Truedley, 
Youngstown,  Ohio ;  George  P.  Brown,  Bloomington,  111. ;  J.  F. 
Millspaugh,  Minnesota  state  normal;  Edwin  B.  Cox,  Xenia, 
Ohio;  G.  Stanley  Hall,  Clark  university;  Henry  Wittemore, 
Massachusetts  state  normal;  J.  M.  Greenwood,  Kansas  City; 
W.  ^.  Hailmann,  Dayton,  Ohio;  Paul  H.  Hanus,  Harvard  uni- 
versity; Sam  T.  Dutton,  Columbia  university;  Arthur  C.  Boy- 
den,  Massachusetts  state  normal;  S.  T.  Dial,  Lockland,  Ohio 
C.  B.  Gilbert,  Rochester;  C.  A.  McMurray,  Bloomington,  111. 
Francis  W.  Parker,  Chicago ;  H.  S.  Tarbell,  Providence,  B.  I. 
L.  H.  Jones,  Cleveland,  Ohio.  Twelve  of  these  forty-two  made 
the  specializing  in  the  subject  the  candidate  expects  to  teach,  in 
addition  to  the  usual  college  course,  a  very  important  require- 
ment. 

In  the  second  question  the  general  answer  was  that  the  colleges 
and  universities  could  furnish  opportunities  for  the  preparation 
of  high  school  teachers  by  the  establishment  of  schools  of  pedagogy 
for  graduate  students.     In  order  to  provide  for  the  observation 


EDUCATION  IN  INDIANA,  227 

and  practice  work  provision  would  necessarily  have  to  be  made 
for  co-operation  with  the  public  high  school  in  the  vicinity  of 
the  college  where  students  could  do  work  under  skilled  direction. 

The  answers  to  the  third  question  were  nearly  uniform  and 
to  the  effect  that  this  work  could  not  be  done  by  the  normal  school 
as  generally  organized.  But  it  would  require  the  establishment 
in  these  schools  of  special  departments  for  intending  high  school 
teachers  who  have  completed  the  regular  course  in  the  college 
or  its  equivalent,  and  the  establishment  of  practice  school  facili- 
ties. 

Concerning  the  fourth  question  the  answers  were  uniform  to 
the  effect  that  the  city  training  school  could  not  practically  do 
this  work  owing  to  the  small  number  of  teachers  required  and 
the  large  cost  of  maintaining  a  special  school  for  this  work. 
This  plan  was  tried  for  a  time  at  Providence,  R.  I.,  and  at 
Brookline,  Mass. 

The  answers  to  the  fifth  question  were  to  the  effect  that  no 
city  from  which  an  answer  was  received  had  any  uniform  re- 
quirement in  regard  to  the  professional  training  of  high  school 
teachers.  Most  of  the  cities  require  that  the  candidates  have  a 
college  education  or  its  equivalent,  and  many  of  them  that  they 
should  have  specialized  in  the  branches  they  are  to  teach.  Two 
answers  held  that  professional  training  for  elementary  work  and 
successful  practice  therein  were  a  good  preparation  for  high 
school  teachers. 

What,  then,  is  the  ideal  preparation  to  be  expected  of  high 
school  teachers  ?  The  lowest  requirements  we  can  consistently 
demand  would  include  four  elements:  (1)  General  academic 
culture.  (2)  Special  academic  training  in  the  subjects  the  can- 
didate expects  to  teach.  (3)  Theoretical  professional  training. 
(4)     Practical  training  in  the  art  of  teaching. 

First.  General  culture.  Six  years  ago  the  committee  of  fifteen 
said  that  "the  degree  of  scholarship  required  of  the  secondary 
teacher  is  by  common  consent  fijj:ed  at  a  college  education.  'No 
one,  with  rare  exception,  should  be  employed  to  teach  in  a  high 
school  who  has  not  this  fundamental  preparation.''  The  culture 
gained  by  a  four  years'  course  in  advance  of  the  grades  to  be 
taught  is  not  too  much  to  demand.  The  inspiring  influence  that 
comes  from  a  well   developed  manhood  or  womanhood   taught 


228  EDUCATION  IN  INDIANA. 


to  view  the  subjects  of  the  secondary  school  in  a  comparative 
manner,  and  trained  to  see  the  relationships  existing  in  the  vari- 
ous spheres  of  knowledge,  is  a  force  that  the  managers  of  a  high 
school  can  not  afford  to  neglect. 

Second.  Special  training  in  the  subjects  to  be  taught.  The 
fact  that  a  high  school  teacher  must  in  some  degree  be  a  specialist 
is  generally  recognized.  •  In  addition  to  the  usual  college  course, 
the  applicant  should  have  specialized  one  or  more  years  either 
during  his  college  course  or  in  the  post-graduate  courses  of  the 
university  in  the  subjects  he  expects  to  teach.  Mr.  Russell,  of 
Columbia  university,  in  his  article  on  the  '^Training  of  Teachers 
for  Secondary  Schools,"  says:  ''The  strongest  argument  that 
we  can  use  against  the  average  college  graduate  is  that  he  has 
nothing  ready  to  teach.  This  argument  applies  with  even  greater 
force  to  the  normal  graduate,  however  well  he  may  be  equipped 
on  the  professional  side.  Neither  liberal  culture  nor  professional 
skill  can  at  all  replace  the  solid  sub-stratum  of  genuine  scholar- 
ship on  which  all  true  secondary  education  rests.  'No  one  who 
knows  the  scope,  purpose,  and  methods  of  collegiate  instruction, 
no  one  familiar  with  the  work  of  the  average  normal  school,  will 
for  a  moment  say  that  such  training  necessarily  gives  any  remark- 
able degree  of  special  knowledge.  Special  scholarship  is  an  abso- 
lute necessity  to  qualifications  for  secondary  teaching.  Without 
it  the  teacher  becomes  a  slave  to  manuals  and  text-books ;  his  work 
degenerates  into  a  formal  routine  with  no  life,  no  spirit,  no  educa- 
tive power." 

Third.  Theoretical  professional  training.  The  committee  of 
fifteen  outlined  the  course  in  the  science  of  teaching  for  the 
secondary  teacher  to  include  psychology  in  its  physiological  and 
experimental  features,  methodology,  school  economy,  history  of 
education,  and  philosophy  of  education.  The  true  teacher  must 
know  the  nature  of  mind.  He  must  understand  the  process  of 
learning,  the  formation  of  ideals,  the  development  of  the  will, 
and  the  growth  of  character.  The  secondary  teacher  should  have 
had  such  a  course  in  professional  work  as  will  enable  him  to 
view  his  own  subjects  and  the  entire  course  of  instruction  in 
their  relation  to  the  child  and  society.  "A  teacher  may  be  able 
to  teach  the  subject  ever  so  well,  may  have  the  reputation  of 
being  a  distinguished  educator,  yet  through  his  whole  life  may 


EDUCATION  IN  INDIANA,  229 

"be  a  teacher  of  Latin  or  physics  or  history,  rather  than  a  teacher 
of  children."  The  secondary  teacher  needs  to  know  the  psychology 
of  the  adolescent  period,  in  particular.  This  is  that  important 
time  in  a  child's  life  which  we  know  as  the  period  of  beginnings, 
the  beginning  of  a  more  generous  and  ambitions  life,  a  period 
having  the  future  wrapped  up  in  it ;  a  transition  period  of  storm 
and  stress,  in  which  egoism  gives  way  to  altruism  and  the  social, 
moral  and  religious  feelings  bud  and  bloom.  To  be  a  guide  of 
youth  in  this  formative  state  requires  a  nature  both  deep  and 
sympathetic,  and  a  knowledge  and  insight  into  the  deeper  nature 
of  child  life. 

Fourth.  Practical  training  in  the  art  of  teaching.  The  special 
training  for  the  actual  work  of  the  schoolroom  is  of  primary 
importance.  Tt  is  safe  to  say  that  no  quality  is  so  absolutely 
desired  in  the  teacher  as  the  technical  ability  to  teach.  After 
the  question  relating  to  general  culture,  special  and  professional 
knowledge  have  been  answered,  there  comes  the  all-important  ques- 
tion that  must  be  asked  of  every  candidate — "Can  he  teach?" 

This  training  in  the  art  of  teaching  should  include  both  obser- 
vation and  practice.  Tn  all  real  training  schools  for  secondary 
teachers,  students  must  be  required  to  observe  true  high  school 
work  until  they  have  become  saturated  with  its  spirit.  They 
must  also  be  given  large  opportunity  to  do  practice  teaching  under 
the  fruidance  of  skilled  critic  teachers. 

Many  of  the  larger  colleges  and  universities  of  our  country 
have'  within  the  past  few  years  recognized  the  importance  of 
professional  training  of  college  graduates  for  teaching  in  high 
schools  and  colleges  and  have  established  post-arraduate  courses 
in  educational  work  to  meet  this  need.  A  few  of  the  best  normal 
schools  have  also  sought  to  meet  this  demand,  and  have  estab- 
lished re^nilar  courses,  in  which  college  graduates  may  do  a 
hiffh  grade  of  professional  work.  Tn  most  instances,  however,  both 
the  normal  schools  and  the  colleges  have  failed  to  afford  oppor- 
tunities for  regular  practice  work  in  high  school  teaching.  Tn 
many  cases  they  provide  ample  opportunity  for  observation,  but 
omit  entirely  the  practice  work. 

Tn  TTarvard  pedafirofirical  school  arrangements  have  been  made 
with  the  neifrhboringr  hi2:h  schools  whereby  g^raduate  students, 
before  completing  their  course  in  professional  work,  may  not  only 


230  EDUCATION  IN  INDIANA, 

observe  high  school  work,  but  do  actual  teaching  under  skilled 
critic  teachers.  In  Brown  university  we  understand  that  grad- 
uate students  in  the  pedagogical  department  may  teach  half  the 
time  in  the  Providence  high  school  under  skilled  supervision. 
The  Columbia  teacher's  college  affords  opportunities  to  all  stu- 
dents for  both  observation  and  practice  work.  The  high  school 
at  Brookline,  Mass.,  under  Superintendent  Button,  arranged  to 
give  graduate  students  from  Wellesley  college  opportunities  for 
observation  and  practice  under  critic  teachers.  We  understand 
that  a  few  of  the  state  normals  in  the  east  have  offered  similar 
advantages  to  students  preparing  for  high  school  teaching. 

The  Indiana  state  normal  school  attempts  to  do  four  things 
in  order  to  aid  the  student  wishing  to  engage  in  high  school  work 
in  their  preparation: 

1.  The  course  of  study  affords  to  the  students  a  fairly  ade- 
quate opportunity  to  study  the  different  branches  taught  in  the 
high  school,  and  to  specialize  upon  them. 

2.  In  the  practice  work  the  students  who  are  to  enter  upon 
teaching  in  the  high  schools  are  given  more  extended  observation 
and  practice  in  grades  seven  and  eight  than  in  the  lower  grades. 
This  enables  them  to  have  a  very  clear  notion  of  the  condition 
of  students  entering  the  high  schools. 

3.  By  an  arrangement  with  the  city  school  board  and  the 
superintendent  of  the  city  schools,  such  students  are  assigned 
for  observation  in  the  Terre  Haute  high  school.  This  observation 
is  both  general  and  special;  that  is,  they  observe  the  work  of 
the  different  departments  in  general,  and  give  special  observation 
in  the  department  for  which  they  are  preparing. 

4.  These  students  at  the  end  of  the  work  in  observation  make 
a  specific  report  to  the  head  of  the  professional  department  as 
to  courses  of  study,  methods  and  presentations,  etc.,  as  found 
in  the  high  schools. 

The  Indiana  university  offers  courses  in  psychology,  philosophy 
and  pedagogy  in  educational  work  which  it  would  require  several 
years'  study  to  complete.--  Some  of  these  are  designed  especially 
for  intending  high  school  teachers  and  give  in  compact,  separate, 
practical  form  such  a  survey  of  principles,  methods,  and  organi- 
zation in  secondary  education  as  is  deemed  necessary.     The  fol- 


EDUCATION  IN  INDIANA.  231 

lowing  statements  of  these  special  courses  are  taken  with  but 
slight  alteration  from  their  catalogue: 

1.  Special  courses  in  high  school  pedagogy.  High  school  ped- 
agogy, lectures,  reports,  recitations.  The  following  topics  are 
treated :  High  school  management,  including  hygiene ;  the  organ- 
ization and  function  of  secondary  schools  in  different  coimtries; 
the  general  history  of  secondary  education;  the  history  of  meth- 
ods; the  psychology  of  adolescence;  the  reports  of  the  committee 
of  ten  and  the  committee  on  college  entrance  requirements,  with 
related  literature. 

2.  Teachers'  courses  in  the  different  departments.  Most  of 
the  departments  whose  subjects  are  represented  in  high  schools 
offer  teachers'  courses  in  which  the  methods  of  teaching  such 
subjects  are  discussed  and  illustrated. 

3.  Conferences  on  secondary  education.  Lectures  on  the 
methods  of  teaching  the  subjects  in  the  high  school  curri^ulumi 
are  given  by  the  professors  of  the  different  departments  of  the 
university  concerned. 

4.  Observation  and  apprentice  courses.  Each  student  taking 
this  work  will  teach  not  less  than  two  weeks  as  an  apprentice  in 
some  high  school  to  be  agreed  upon,  and  will  also  visit  and  prepare 
a  written  report  upon  the  work  in  at  least  four  other  high  schools. 

In  these  schools  opportunities  for  full  and  sufficient  practice 
work  are  not  yet  provided.  But  the  indications  all  point  one 
way.  The  outline  of  work  in  the  high  grade  professional  school 
of  the  future,  in  which  high  school  teachers  are  to  be  trained, 
must  include  in  addition  to  the  usual  curriculum  in  special  studies, 
full  opportunities  for  observation  and  practice  in  high  school 
classes  under  trained  supervision. — From  report  of  committee  rep- 
resenting the  Indiana  council  of  education,  Supt.  T.  A.  Mott, 
chairman. 


232  EDUCATION  IN  INDIANA. 

5.     STATISTICS  A:NTD  ILLUSTRATIOl^S  OF 
COMMISSIO:NrED  HIGH  SCHOOLS. 

AKRON  HIGH  SCHOOL. 

Mrs.  C.  H.  Templeton,  Superintendent. 

Organized,  1896.    Commissioned,  1901. 
Superintendents,  with  dates  of  service: 

Mr.  A.  A.  Campbell 1896-1899 

Mr.  James  Heines 1899-1902 

Mr.  A.  E.  Cast 1902-1903 

Mrs.  Carrie  H.  Templeton 1903-1904 

Principals  and  assistants: 

Mr.  A.  E.  Cast. 1899-1901 

Mrs.  C.  H.  Templeton 1901-1903 

Mr.  J.  H.  Heighway 1903-1904 

High  school  teachers  and  subjects  they  teach: 

Mrs.  C.  H.  Templeton,  English  and  Mathematics. 
Mr.  J.  D.  Heighway,  Mathematics  and  Science. 
Mr.  Ralph  Noyer,  Latin  and  History. 
Average  yearly  salary  of  high  school  teachers,  including  superintendents, 

$480. 
Training  of  teachers: 

Mrs.  C.  H.  Templeton,  State  Normal,  Terre  Haute,  a  graduate;  an 

undergraduate  of  Chicago  University;  attended  three  years. 
Mr.  J.  D.  Heighway,  a  graduate  of  Valparaiso  Normal. 
Mr.  Ralph  Noyer,  a  graduate  of  Akron  High  School;  an  undergradu- 
ate of  Indiana  University,  attended  one  year. 

Enrollment  in  high  school .      42 

Total  enrollment  in  grades  and  high  school. 230 

Number  of  girls  graduated  last  year  (1903) 3 

Number  of  boys  graduated  last  year  (1903) 1 

Number  in  this  class  that  went  to  college None 

Number  of  graduates  since  school  was  organized 22 

Number  of  these  who  have  attended  college 5 

ALBANY  HIGH  SCHOOL. 
W.  L.  Cory,  Superintendent. 

Organized,  1893.     Commissioned,  October,  1899. 

Superintendents,  with  dates  of  service: 

N.  B.  Powers 1893-1895 

E.   F.   Dyer 1895-1899 

H.  S.  Kaufman,  September 1899-1903 

W.  L.  Cory,  September >. 1903- 

Principals  and  assistants: 

Principal,  J.  E.  Orr;  Assistant,  Mrs.  H.  S.  Kaufman 1899-1900 

Principal,  W.  L.  Cory;  Assistant,  Mrs.  H.  S.  Kaufman 1900-1903 

Principal,  J.  C.  Dickerson;  Assistant.  Wilbiu-  V.  Bell 1903- 


EDUCATION  IN  INDIANA. 


233 


High  school  teachers  and  subjects  they  teach: 

W.  L.  Cory,  Botany;  Physics  and  History. 

J.  C.  Dickerson,  Latin  and  Mathematics. 

W.  V.  Bell,  English  and  History. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$600. 
Training  of  teachers: 

W.  L.  Cory,  graduate  classic  course,  three  years.  Central  Normal 
College;  also  graduate,  four-year  course,  Indiana  State  Normal 
School. 

J.  C.  Dickerson,  graduate  course,  Lebanon  Normal. 

W.  V.  Bell,  graduate  Albany  High  School. 

Enrollment  in  high  school 34 

Total  enrollment  in  grades  and  high  school 325 

Number  of  girls  graduated  last  year  (1908) 5 

Number  of  boys  graduated  last  year  (1903) 2 

Number  in  this  class  that  went  to  college 2 

Number  of  graduates  since  school  was  organized 33 

Number  of  these  who  have  attended  college 8 


Albany  High  School. 


234  EDUCATION  IN  INDIANA. 


ALEXANDRIA  HIGH  SCHOOL. 

J.  G.  Collicott,  Superintendent. 

Organized,  1893.    Commissioned,  1894. 
Superintendents,  with  dates  of  service: 

T.  M.  Nuzum 1893-1894 

I.    Y.    Busby 1894-1902 

Lawrence    McTurnan 1902-1903 

J.   G.   Collicott 1903-1904 

Principals  and  assistants: 

J.  T.  Giles 1894-1900 

J.   G.   Collicott 1900-1901 

J.  H.  Wagner , 1901-1904 

O.  H.  Williams 1904- 

High  school  teachers  and  subjects  they  teach: 

Oscar  Williams,  Science. 

Beatrice  Jones,  History. 

Nellie  Cooke,  English. 

D.  A.  Norris,  Latin. 

Esther  Schwartz,  German. 

Harry  Reddick,  Mathematics. 

Mary  Brereton,  Music. 

Gertrude  Galerin,  Drawing. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$693. 
Training  of  teachers: 

Oscar   Williams,    graduate   Indiana    State    Normal;    senior,    Indiana 
University. 

Beatrice  Jones,  junior  Leland  Stanford,  Jr.,  University. 

Nellie  Cooke,  graduate  DePauw  University. 

D.  C.  Norris.  graduate  Indiana  State  Normal. 

Esther  Schwartz,  sophomore  Indiana  University. 

Harry  Reddick,  senior,  Indiana  University. 

Enrollment  in  high  school 140 

Total  enrollment  in  grades  and  high  school 1,335 

Number  of  girls  graduated  last  year  (1903) 6 

Number  of  boys  graduated  last  year  (1903) 3 

Number  in  this  class  that  went  to  college 1 

Number  of  graduates  since  school  was  organized 57 

Number  of  these  who  have  atten^Jed  college 14 


EDUCATION  IN  INDIANA, 


235 


Alexandria  High  School. 


Amboy  (Academy)  High  School. 


236  EDUCATION  IN  INDIANA. 


AMBOY  HIGH  SCHOOL. 

A.  E.  Martin,  Superintendent. 

Organized,  1872.     Commissioned  1889. 
Superintendents,  with  dates  of  service: 

J.  Z.  A.  McCaughan 1886-1893 

Supt.  Kimmell   1893-1895 

P.  M.  Hoke 1895-1902 

F.  D.  Perkins 1902-1902,  Dec.  27 

A.   E.   Martin 1903-1904 

Principals  and  assistants: 

Jesse  Small   1892. 

A.  C.  Baldwin 1892-1894 

Verne  Baldwin 1894-189G 

O.  r>.   Melton 1896-1899 

P.  L.  Kling 1899-1902 

Mildred   Cain    1902-1903 

F.  J.  Kimball 1903-1904 

High  school  teachers  and  subjects  they  teach: 
A.  E.  Martin,  Latin,  History  and  Physics. 
F.  J.  Kimball,  Mathematics  and  English. 

A.  S.  Thomas,  Physiography,  Geography,  Civics  and  General  History. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$600. 
Training  of  teachers: 

A.  E.  Martin,  high  school  graduate;  student  Moore's  Hill  College,  two 
years;  Indiana  University,  one  term;  and  graduate  of  Earlliam, 
1904. 
F.  J.  Kimball,  graduate  Amboy  Academy;  State  Normal;  and  four 

terms  at  State  University. 
A.  S.  Thomas,  graduate  Amboy  Academy,  and  one  term  State  Nor- 
mal. 

Enrollment  in  high  school <^^>0 

Total  enrollment  in  grades  and  high  school 230 

Number  of  girls  graduated  last  year  (1903) None 

Number  of  boys  graduated  last  year ^one 

Number  in  this  class  that  Avent  to  college None 

Number  of  graduates  since  school  was  organized 125 

Number  of  these  who  have  attended  college 55 


EDUCATION  IN  INDIANA. 


237 


ANDERSON  HIGH   SCHOOL. 
J.  W.  Carr,  Superintendent. 
Organized,  1873.     Commissioned,  1875. 
Superintendents,  witli  dates  of  service: 

Justin  N.  Study 1873-1881 

R.  I.  Hamilton 1881-1887 

A.   J.   Dipboye 1887-1890 

J.   W.   Carr 1890- 

Principals  and  assistants: 

R.   I.  Hamilton,  A.  J.  Dipboye,  Luther  Cromer,  John  F.   McClure, 
O.  L.  Kelso,  Wilbert  Ward,  James  B.  Pearcy. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$982.94. 
Training  of  teachers: 

If  you  mean  high  school  teachers  alone,  see  list  of  teachers.  If  you 
mean  all  teachers,  I  will  say  that  there  are  46  college  people  and  66  normal 
school  people.  Only  three  have  had  neither  college  nor  normal  school 
training— 93  teachers  in  all.  So  you  see  some  have  had  both  normal  school 
and  college  training. 

Enrollment  in  high  school 480 

Total  enrollment  in  grades  and  high  school 3,721 

Number  of  girls  graduated  last  year  (1903) 48 

Number  of  boys  graduated  last  year  (1903) 22 

Number  in  this  class  that  v^ent  to  college 12 

Number  of  graduates  since  school  was  organized 560 

Number  of  these  who  have  attended  college 238 


238  EDUCATION  IN  INDIANA. 


ANGOLA  HIGH  SCHOOL. 

H.  H.  Keep,  Superintendent. 

Organized,  1871.    Commissioned,  1902. 
Superintendents,  with  dates  of  service: 

A.   B.   Stevens No  data 

W.  O.  Bailey No  data 

J.  W.  Wyandt 1893-1903 

No  data  for  earlier  superintendents. 
Principals  and  assistants: 

C.  J.  Sharp,  Howard  Long,  Mrs.  Melendy,  Orville  Smith. 
High  school  teachers  and  subjects  they  teach: 

H.  L.  Rockwood  (Grammar  Grade),  Algebra  and  Geometry. 

E.  V.  Shockley,  English,  History,  Latin,  Physical  Geography. 

H.  H.  Keep,  Algebra,  Science,  German. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$741.66%. 
Training  of  teachers: 

H.  H.  Keep,  superintendent,  B.  S,,  Tri-State  Normal  College. 

E.  V.  Shockley,  senior,  Indiana  University. 

H.  L.  Rockwood,  B.  S.,  Tri-State  Normal  College. 
Training  of  teachers:  , 

No  special,  except  from  experience. 

Enrollment  in  high  school 85 

Total  enrollment  in  grades  and  high  school 425 

Number  of  girls  graduated  last  year  (1903) 13 

Number  of  boys  graduated  last  year  (1903) 6 

Number  in  this  class  that  went  to  college No  data 

Number  of  graduates  since  school  was  organized 190 

Number  of  these  who  have  attended  college No  data 


EDUCATION  IN  INDIANA, 


239 


ARCADIA  HIGH  SCHOOL. 
E.  J.  Llewelyn,  Superintendent. 

Organized,  1887.    Commissioned,  1902. 

Superintendents,  with  dates  of  service: 

C.  A.  Peterson 1887-1889 

J.  A.  Miteliell 1889-1891 

M.  C.  Martz 1891-1893 

J.  M.  Ashby 1893-1894 

J.   H.  Mavity 1894-1895 

W.  Curtis  Day 1895-1896 

E.  E.  Vance 1896-1897 

N.  C.  Randall 1897-1901 

E.  J.  Llewelyn since  1901 

Principals  and  assistants: 

Preceding  the  year  1899  the  superintendent  did  all  the  work. 

W.  A.  Jessup,  Principal 1899-1901 

E.  G.  Klotz,  Principal 1900-1901 

R.  G.  Reals,  Principal 1901-1903 

Miss  Julia  E.  Stout since  1903 

The  Assistant  Principals  are  as  follows: 

E.  E.   Fitzpatrick 1899-1902 

W.  B.  Shoemaker,  A.  B., 1902-1903 

J.  S.  Hinshaw,  A.  B since  1903 


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4h    ^: 


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Arcadia  High  School. 


240  EDUCATION  IN  INDIANA, 

High  school  teachers  and  subjects  they  teach: 

Miss  Julia  E.  Stout,  High  School  Principal,  English  and  History. 
Mr.   I.   S.  Hinshaw,   First  Assistant  Principal,   Science  and  Mathe- 
matics. 
E.  J.  Llewelyn,   Superintendent,  Latin. 
Walter  Harger,  Music  Supervisor. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$570. 
Training  of  teachers: 

E.  J.  Llewelyn,  graduate  of  Westfield  Commissioned  High  School; 
undergraduate  in  Earlham  College  for  three  years;  and  attended 
and  taught  in  a  county  normal  three  summers.  Has  taught  and 
superintended  for  51  months. 
Miss  Julia  E.  Stout,  graduate  of  Cicero  Commissioned  High  School; 
has  had  11  terms  of  worli  at  DePauw  University,  and  has  taught 
a  number  of  terms  successfully. 
Mr.  I.  S.  Hinshaw,  A.  B.,  high  school  graduate;  Earlham  graduate 
spring  of  1903;  attended  summer  term  (1903)  at  State  Normal. 

Enrollment  in  high  school 72 

Total  enrollment  in  grades  and  high  school 351 

Number  of  girls  graduated  last  year  (1903) 5 

Number  of  boys  graduated  last  year  (1903) 2 

Number  in  this  class  that  went  to  college 2 

Number  of  graduates  since  school  was  organized 74 

Number  of  these  who  have  attended  college 22 

ASHLEY  HIGH  SCHOOL. 

James  A.  Moody,  Superintendent. 

Organized,  1894.     Commissioned,  1903. 
Superintendents,  with  dates  of  service: 

W.  H.  May 1893-1897 

J.  Walter  Johnson 1897-1901 

H.   H.   Keep 1901-1903 

James  A.  Moody 1903- 

Principals  and  assistants: 

Miss  Roxana  G.  Johnson. 
High  school  teachers  and  subjects  they  teach: 

James  A.  Moody,   Latin,  Geometry,  Physics,   Chemistry  and  Book- 
keeping. 
Miss    Roxana    G.    Johnson,    Greek    and    Roman    History,    English 
History,    Literature    (American   and    English),    Composition   and 
Rhetoric,  and  Algebra. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$500. 
Training  of  teachers: 

Supt.  James  A.  Moody,  A.  B.,  from  Tri-State  Normal  College,  An- 
gola, Ind.,  course  36  months. 


EDUCATION  IN  INDIANA,  241 

Principal  Miss  Roxana  G.  Jolinson,  A.  B.,  from  Indiana  University. 
Seventli  and  eightli  grades,  Miss  Liiella  Rempis,  undergraduate  of 

Indiana  State  Normal,  with  three  years  credits. 
Fifth  and  sixth  grades.  Miss  Berta  Mills,  undergraduate  of  DePauw, 

two  years. 
Third  and   fourth  grades,   Miss  Gussie  Courter,   Rochester  Normal 

graduate,  three  years. 
Second  grade.  Miss  Ruth  Keep,  undergraduate  from  Tri-State  Nor- 
mal College,  two  years  attendance. 
First  grade,  Miss  Alma  Hussleman,  undergraduate  Tri-State  Normal 
College,  two  years. 

Enrollment  in  high  school 34 

Total  enrollment  in  grades  and  high  school 240 

Number  of  girls  graduated  last  year  (1903) 4 

Number  of  boys  graduated  last  year  (1903) 3 

Number  in  this  class  that  went  to  college .  . . .  .^ 4 

Number  of  graduates  since  school  was  organized 20 

Number  of  these  who  have  attended  college 12 

ATTICA  HIGH  SCHOOLS. 
E.  H.  Drake,  Superintendent, 
J.  E.  Layton,  Acting  Superintendent. 
Organized,  1870.     Commissioned,  1875. 
Superintendents,  with  dates  of  service: 

Waltz,  Caldwell,  Barnett,  Butler,  Buzzell,   French,  Kenaston,  S.  E. 
Harwood,  Coultrap,  W.  H.  Hershman,  W.  A.  Millis,  E.  H.  Drake, 
J.  E.  Layton. 
Principals  and  assistants: 

W.  F.  Mullinnix,  present  Principal. 
High  school  teachers  and  subjects  they  teach: 

W.  F.  Mullinnix,  Mathematics  and  History. 
Carolyn  S.  Greene,  English  and  German. 
Winifred  A.  Hubbell,  Latin  and  History. 
G.  W.  Henderson,  Science. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$789. 
Training  of  teachers: 

J.  E.   Layton,  graduate  Indiana  State  Normal  School  and  Indiana 

University. 
Carolyn  Greene,  graduate  Monticello  Seminary. 
Winifred  Hubbell,  graduate  Michigan  University. 
W.  F.  Mullinnix,  graduate  Spencer  High  School. 

Enrollment  in  high  school 85 

Total  enrollment  in  grades  and  high  school 661 

Number  of  girls  graduated  last  year  (1903) 8 

Number  of  boys  graduated  last  year  (1903) 3 

Number  in  this  class  that  went  to  college ,. 2 

Number  of  graduates  since  school  was  organized 151 

Number  of  these  who  have  attended  college 70 

16— Education, 


242  EDUCATION  IN  INDIANA. 

AUBURN  HIGH  SCHOOL. 

B.  B.  Harrison,  Superintendent. 

Organized,  1880.     Commissioned,  1886. 
Superintendents,  with  dates  of  service: 

W.  H.  Myers 1880-1882 

M.   W.   Harrison 1882-1886 

B.  B.  Harrison 1886  to  present  time 

Principals  and  assistants: 

Dr.  Lida  Leasure 1882-1884 

H.  E.   Coe 1884-1888 

Minnie   Deming 1888-1889 

H.   E.  Coe 1889-1894 

J.  C.  Teeters 1894-1898 

H.  G.  Brown 1898-1901 

O.   D.  Tyner 1901- 

Higli  scliool  teachers  and  subjects  they  teach: 

O.  D.  Tyner,  Principal  High  School,  Mathematics  and  History. 
Julia  M.  Hodge,  Latin  and  English. 

B.  B.  Harrison,  Superintendent,  Latin,  German  and  Science. 
Mae  Provines,  Physical  Geography. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$712.50. 
Training  of  teachers: 

B.  B.  Harrison,  A.  B.,  Oberlin  College. 
O.  D.  Tyner,  undergraduate  (several  schools). 
Julia  M.  Hodge,  A.  B.,  Michigan  University. 
Mae  Provines,  undergi'aduate  Chicago  University. 

Enrollment  in  high  school 72 

Total  enrollment  in  grades  and  high  school 920 

Number  of  girls  graduated  last  year  (1903) 8 

Number  of  boys  graduated  last  year  (1903) 2 

Number  in  this  class  that  went  to  college 2 

Number  of  graduates  since  school  was  organized 151 

Number  of  these  who  have  attended  college 54 

AURORA  HIGH  SCHOOL. 
Jos.  R.  Houston,  Superintendent. 

Organized,  1869.     Commissioned,  1904. 

Superintendents,  with  dates  of  service: 

A.  W.  Freeman 1863-1865 

M.    Hutchinson 1865-1866 

O.  H.  Temple 1866-1868 

J.  M.  Davidson .^r 1868-1869 

E.  S.  Clark 1869-1876 

F.  H.  Tufts 1876-1881 

R.  S.  Groves 1881-1883 

F.   D.  Churchill 1883-1890 


EDUCATION  IN  INDIANA, 


243 


244  EDUCATION  IN  INDIANA. 

Robt.  Wooa 1890-1895 

Sanford    Bell 1895-1896 

J.   R.   Houston. 1896- 

Principals  and  assistants: 

Thos.  W,  Records. 
High  school  teachers  and  subjects  they  teach: 

Thos.  W.  Records,  Physics,  English  and  History. 

Miss    Huldah    Severin,    Mathematics,    Civil    Government,    Physical 
Geography  and  Botany. 

Miss  Kalla  Kassebaum,  English  and  Latin. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$731.25. 
Training  of  teachers: 

Thos.  W.  Records,  graduate  of  State  Normal  and  State  University. 

Miss  Huldah  Severin,  graduate  of  State  Normal. 

Miss  Kalla  Kassebaum,  graduate  State  Normal  and  State  University. 

Jos.  R.  Houston,  M.  S.,  Moores  Hill  College. 

Enrollment  in  high  school 118 

Total  enrollment  in  grades  and  high  school 600 

Number  of  girls  graduated  last  year  (1903) 5 

Number  of  boys  graduated  last  year  (1903) 4 

Number  in  this  class  that  went  to  college 3 

Number  of  graduates  since  school  was  organized 334 

Number  of  these  who  have  attended  college 45 

BEDFORD  HIGH  SCHOOL. 

W.  E.  Alexander,  Superintendent. 

Organized,  1870.    Commissioned,  1884. 
Superintendents,  with  dates  of  service: 

Jas.  A.  Madden 1870-1880 

D.  D.  Blakeman 1880-1883 

F.  P.  Smith 1883-1888 

F.  M.  Stalker 1888-1892 

Chas.  Thomas 1892-1893 

E.  K.  Dye 1893-1895 

Chas.  Cunningham   -. 1895-1896 

W.  E.  Alexander 1896- 

High  school  teachers  and  subjects  they  teach: 

Arda  Knox,  Mathematics. 

A.  B.  Lowder,  English. 

R.  E.  Newland,  Science. 

Clara  Friedley,  History. 

Lillian  Bassett,  Latin. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 
$782.50. 


EDUCATION  IN  INDIANA, 


245 


246  EDUCATION  IN  INDIANA, 

Training  of  teachers: 

W.  E.  Alexander,  Indiana  State  Normal  and  Ft.  Wayne  College. 

Arda  Knox,  Indiana  University. 

A.  B.  Lowder,  Indiana  University. 

R.  E.  Newland,  Indiana  University,  State  Normal  and  DePauw. 

Clara  Friedley,  DePauw. 

Lillian  Bassett,  Depauw. 

Enrollment  in  high  school 149 

Total  enrollment  in  grades  and  high  school 1,518 

Number  of  girls  graduated  last  year  (1903) 10 

Number  of  boys  graduated  last  year  (1903) 6 

Number  in  this  class  that  went  to  college 5 

Number  of  graduates  since  school  was  organized About  300 

Number  of  these  who  have  attended  college 75 

BLOOMFIELD  HIGH  SCHOOL. 

C.  B.  McLinn,  Superintendent. 

Organized,  .     Commissioned,  1889. 

Superintendents,  with  dates  of  service: 

Christian  Daniels 1894 

A.   J.  Johnson 1894-1895 

W.  T.  Brown 1895-1900 

E.  R.  Mason 1900-1902 

C.  B.  McLinn 1902- 

High  school  teachers  and  subjects  they  teach: 
C.  B.  McLinn,  English. 
W.  L.  Jones,  Mathematics  and  Science. 
Anne  M.  Cunningham,  Latin  and  History. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$600. 
Training  of  teachers: 

Superintendent,  C.  B.  McLinn,  Indiana  University. 
Principal,  W.  L.  Jones,  undergraduate  Indiana  University. 
Miss  Anne  M.   Cunningham,   undergraduate  Indiana   State   Normal 
and  Western  College  and  Seminary. 
Enrollment  in  high  school,  this  year's  enrollment,  75;  present  enroll- 
ment         65 

Total  enrollment  in  grades  and  high  school 450 

Number  of  girls  graduated  last  year  (1903) 9 

Number  of  boys  graduated  last  year  (1903) 5 

Number  in  this  class  that  went  to  college 6 

Number  of  graduates  since  school  was  organized Since  1889,    120 

Number  of  these  who  have  attended  college Since  1889,      34 


EDUCATION  IN  INDIANA.  247 

BLOOMINGTON  HIGH  SCHOOL. 
James  K.  Beck,  Superintendent. 

Organized,  1885.     Commissioned,  1885. 

Superintendents,  with  dates  of  service: 

Margaret  H.  McCalla 1885-1890 

C.  M.  Carpenter 1890-1893 

Zenas  B.  Leonard 1893-1895 

W.  H.  Fertich 1895-1900 

Will  H.  Glascock 1900-1901 

James  K.  Beck 1902- 


Bloomington  High  School. 

Principals  and.  assistants: 

Principal,  John  W.  Carr;  Assistants,  William  A.  Rawles,  Ella  Tur- 
ner and  Grace  Woodburn. 

Principal,  Grace  Woodburn;  Assistants,  Laura  Hendrix,  J.  E.  Shep- 
ardson  and  D.  T.  Weir. 

Principal,  J.  Z.  A.  McCaughan;  Assistants,  Carrie  Colvin  and  Kate 
M.  Hight. 

Principal,  James  K.  Beck;  Assistants,  Kate  M.  Hight,  Nester  D. 
Dodd  and  James  F.  Organ. 

Principal,  Howard  H.  Clark;  Assistants,  J.  H.  Castleman  and  J.  C. 
Castleman. 


248  EDUCATION  IN  INDIANA. 

Present  corps  of  high  school  teachers: 

Howard  H.  Clark,  Principal  and  Instructor  in  Latin. 
J.  O.  Castleman,  Assistant  Principal  and  Instructor  in  English. 
R.  E.  Roudebush,  Instructor  in  Mathematics. 
Minnie  B.  Ellis,  Instructor  in  History. 
Edith  R.  Riley,  Instructor  in  Latin  and  German. 
Sarah  V.  Hanna,  Assistant  Instructor  in  English. 
O.  D.  Melton,  Assistant  Instructor  in  Science. 
'  John  Montgomery,  Assistant  Instructor  in  Mathematics  and  Science. 

Mary  Johnston,  Assistant  Instructor  in  Latin. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

from  1885  to  1904,  $687.14. 
Training   of   present   corps   of   high   school   teachers,    including   superin- 
tenent: 
James  K.  Beck,   Superintendent,  A.  B.  and  A.  M.,  Indiana  Univer- 
sity. 
Howard  H.  Clark,  Principal  and  Instructor  in  Latin,  graduate  Dan- 
ville, Indiana,  Normal,  and  A.  B.,  Indiana  University. 
J.  C.  Castleman,  Assistant  Principal  and  Instructor  in  English,  A. 

B.,  DePauw  University,  and  A.  B.,  Indiana  University. 
R.  E.  Roudebush,  Instructor  in  Mathematics,  A.  B.,  Indiana  Univer- 
sity. 
Minnie  B.  Ellis,  Instructor  in  History,  graduate  Indiana  State  Nor- 
mal and  A.  B.,  Indiana  University. 
Edith  R.  Riley,  Instructor  in  Latin   and  German,   A.  B.,  Woman's 

College,  Baltimore,  Maryland. 
Sara   V.    Hanna,    Assistant   Instructor    in    English,    A.    B.,    Indiana 

University. 
John     Montgomery,     Assistant     Instructor     in     Mathematics     and 

Science,  student  Indiana  University. 
Mary  Johnston,    Assistant   Instructor   in    Latin,    A.    B.    and   A.    M., 
Indiana  University. 

Enrollment  in  high  school 250 

Total  enrollment  in  grades  and  high  school 1,400 

Number  girl  graduates,  June,  1903.  .' 24 

Number  boy  graduates,  June,  1903 12 

Number  girl  graduates,  June,  1903,  in  college 13 

Number  boy  graduates,  June,  1903,  in  college 9 

Number  graduates  since  school  was  organized 500 

Number  of  these  who  have  attended  college 300 

BLUFFTON  HIGH  SCHOOL. 
W.  A.  Wirt,  Superintendent. 

Organized,  1881.     Commissioned^  1882. 

Superintendents,  with  dates  of  service: 

P.  A.  Allen 1881-1891 

W.  P.  Burris 1891-1897 

E.  H.  Walker 1897-1899 

W.  A.  Wirt 1899- 

Principals  and  assistants: 

Ghas.  G.  Dailey,  Principal. 


EDUCATION  IN  INDIANA. 


249 


High  school  teachers  and  subjects  they  teach: 

Chas.  G.  Dailey,  Mathematics  and  Geology. 

Blanche  Karns,  Latin,  English  and  Botany. 

Oliver  C.  Lockhart,  History  and  English. 

Simon  G.  Engle,  Zoology,  Physics,  Chemistry  and  (Jerman. 

Harriett  Fudge,  Music  and  Drawing. 

Ethel  Thornburg,  Sewing. 

Guy  E.  Wulfing,  Manual  Training. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$793. 
Training  of  teachers: 

No  teacher  is  employed  for  high  school  work  who  is  not  a  graduate 
of  a  standard  college  or  university,  except  in  manual  training, 
drawing  and  music  departments. 

Enrollment  in  high  school 166 

Total  enrollment  in  grades  and  high  school 1,043 

Number  of  girls  graduated  last  year  (1903) 17 

Number  of  boys  graduated  last  year  (1903) 11 

Number  in  this  class  that  went  to  college 12 

Number  of  graduates  since  school  was  organized 235 

Number  of  these  who  have  attended  college 72 


Bluffton  High  School. 


250  EDUCATION  IN  INDIANA, 

BOONVILLE  HIGH  SCHOOL. 

Charles  E.  Clark,   Superintendent. 

Organized,  1868.     Commissioned,  1887. 
Superintendents,  with  dates  of  service: 

D.   S.   Hoover 1868-1871 

Walter  Welch   1871-1874 

John  W.  Davidson 1874-1877 

■ Martin  1877-1880 

John  W.  Davidson 1880-1881 

Zachariah  Emerson    1881-1885 

Chas.  E.  Clarlve 1885- 

Principals  and  assistants: 

M.  W.  Numbers,  Latin  and  Mathematics. 
R.  S.  Moore,  History  and  English. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$805. 
Training  of  teachers: 

Martin  W.  Numbers,  Ph.  B.,  Ann  Arbor. 

R.  S.  Moore,  A.  B.,  Indiana  State  University. 

Chas.  E.  Clarke. 

Enrollment  in  high  school 67 

Total  enrollment  in  grades  and  liigh  school 762 

Number  of  girls  graduated  last  year  (1903) 7 

Number  of  boys  graduated  last  year  (1903) 3 

Number  in  this  class  that  went  to  college 2 

Number  of  graduates  since  school  was  organized 118 

Number  of  these  who  have  attended  college 19 

BOSWELL  HIGH  SCHOOL. 
J.  H.  Barnes,  Superintendent. 

Organized,  1896.     Commissioned,  1901. 

Superintendents,  with  dates  of  service: 

J.  Caldwell 1896 

C.  H.  Kellog 1897-1900 

C.  H.  Miller 1900-1904 

J.  H.  Barnes 1904- 

Principals  and  assistants: 

Miss  Ada  Smith,  J.  G.   Winsor,   Mrs.  C.   F.  Miller,  M.  A.  Dalman 
and  Miss  Sara  Darby. 

High  school  teachers  and  subjects  they  teach: 

J.  H.  Barnes,  Superintendent,  Botany  and  Mathematics. 

M.  A.  Dalman,  Principal,  Latin  and  Physics. 

Miss  Sara  H.  Darby,  Assistant  in  German,  Literature  and  History. 

Average  yearly  salary  of  high  sdliool  teachers,  including  superintendent, 
$597. 


EDUCATION  IN  INDIANA.  251 

Training  of  teachers: 

J.  H.  Barnes,  A.  B.,  DePaiiw,  Superintendent. 

M,  A.  Dalman,  A.  B.,  DePauw,  Principal. 

Miss  Sara  H.  Darby,  Ph.  B.,  DePauw,  Assistant. 

Enrollment  in  high  school 65 

Total  enrollment  in  schools 230 

Number  of  girls  graduated  last  year  (1903) 7 

Number  of  boys  graduated  last  year  (1903) 1 

Number  of  graduates  since  school  was  organized 19 

Number  of  these  who  have  attended  college 3 

BRAZIL  HIGH  SCHOOL. 

L.  B.   O'Dell,   Superintendent. 

Organized,  1885.     Commissioned,  1889. 
Superintendents,  with  dates  of  service: 

J.  C.  Gregg Began,  1876 

A.  D.  Hurst,  James  W.  Brown,  W.  H.  Ferdicli  and  L.  B.  O'Dell. 
Principals  and  assistants: 

T.  M.  James,  eighteen  years. 

F.  M.  Garver,  two  years. 
High  school  teachers  and  subjects  they  teach: 

F.  M.  Garver,  Algebra,  Geometry  and  Physics. 

Wm.  Arnett,  History,  Botany  and  Physiology. 

Nellie  Head,  English  Grammar,  Composition,  Rhetoric  and  English 
Literature. 

Jennie  Fisher,  Latin. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$804.60. 
Training  of  teachers: 

F.  M.  Garver,  undergraduate  Indiana  University,  graduate  Indiana 
State  Normal. 

Wm.  Arnett,  graduate  Indiana  State  Normal. 

Nellie  Head,  graduate  Indiana  State  Normal. 

Jennie  D.  Fisher,  graduate  of  DePauw  and  undergraduate  of  Ann 
Arbor. 

L.  B.  D'Bell,  graduate  of  Indiana  State  Normal,  Northwestern,  and 
undergraduate  of  Columbia  University. 

Enrollment  in  high  school 144 

Total  enrollment  in  grades  and  high  school 1,844 

Number  of  girls  graduated  last  year  (1903) 7 

Number  of  boys  graduated  last  year  (1903) 4 

Number  in  this  class  that  went  to  college 4 

Number  of  graduates  since  school  was  organized 273 

Number  of  these  who  have  attended  college No  record 


252  EDUCATION  IN  INDIANA. 

BREMEN  HIGH  SCHOOL. 
W.  F.  Ellis,  Superintendent. 

Organized,  1887.    Commissioned,  1901. 

Superintendents,  with  dates  of  service: 

H.  H.  Miller. 1878-1892 

J.  E.  Pomeroy 1892-1893 

D.  B.  Flickinger 1893-1894 

W.  F.  Ellis 1894-1904 

Principals  and  assistants: 

Lizzie  Christy   1894-1895 

I.  S.  Hahn 1895-1897 

John  Crowley    1897-1898 

Milo  F.   Hale 1898-1903 

Chas.   H.   Barts 1903-1904 

High  school  teachers  and  subjects  they  teach: 
W.  F.  Ellis,  History,  Latin  and  English. 

C.  H.  Barts,  Science  and  Mathematics. 

D.  O.  Miller,  German. 

Evelyn  Harsch,  Assistant  in  English. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$500. 
Training  of  teachers: 

W.  F.  Ellis,  A.  B.,  Indiana  University,  1899;  graduate  Indiana  State 
Normal,  1892;  graduate  student  Chicago  University,  1901. 

C.  H.  Barts,  three  years  in  Valparaiso  School. 

D.  O.  Miller,  graduate  of  Scientific  Course,  Valparaiso. 
Evelyn  Harsch,  graduate  Plymouth  High  School. 

Enrollment  in  high  school 34 

Total  enrollment  in  grades  and  high  school 400 

Number  of  girls  graduated  last  year  (1903) 8 

Number  of  boys  graduated  last  year  (1903) 2 

Number  of  graduates  since  school  was  organized 68 

Number  of  these  who  have  attended  college 37 

BROAD    RIPPLE  HIGH  SCHOOL. 
S.  B.  Plasket,  Superintendent. 

Organized,  1883.     Commissioned,  1893. 

Superintendents,  with  dates  of  service: 

J.  S.  Puett 1883-1891 

Thomas  Smith   1891-1893 

R.  E.  Harris 1893-1901 

S.  B.  Plasket 1901- 

Principals  and  assistants: 

E.  A.  Cunningham. 
.T.  W.  Bowden. 
Bessie  Hendrix. 
Arthur  Jackson. 

J.  B.  Hessong. 


EDUCATION  IN  INDIANA. 


253 


Bremen  High  School. 


High  school  teachers  and  subjects  they  teach: 

Arthur  Jackson,  Science  and  History. 

Bessie  Hendrix,  German  and  English. 

J.  B.  Hessong,  Mathematics  and  English. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$733. 
Training  of  teachers: 

S.  B.  Flasket,  A.  B.,  Indiana  University;  graduate  Indiana  State 
Normal;  graduate  student  Chicago  University,  summer  quarter, 
1902. 

Arthur  Jackson,  undergraduate  Indiana  University,  nearly  four 
years. 

Bessie  Hendrix,  A.  B.,  Indiana  University. 

John  B.  Hessong,  graduate  State  Normal  School. 

Enrollment  in  high  school 47 

Total  enrollment  in  grades  and  high  school 260 

Number  of  girls  graduated  last  year  (1903) G 

Number  of  boys  graduated  last  year  (1903) 1 

Number  in  this  class  that  went  to  college 1 

Number  of  graduates  since  school  was  organized 05 

Number  of  these  who  have  attended  college 15 


264  EDUCATION  IN  INDIANA. 


BROOKVILLE  HIGH  SCHOOL. 

Henry  L.  Smith,  Superintendent. 

Organized,  1873.     Commissioned,  1879. 
Superintendents,  with  dates  of  service: 

A.  W.  Bieghle 1873-187G 

J.   E.    Morton 1876-1881 

H.  M.  Sliinner 1881-1884 

A.  N.  Crecraft 1884-1886 

C.   W.   MeClure 1886-1893 

E.  M.  Temple 1893-1895 

Noble  Harter   1895-1899 

H.    S.   Voorhees 1899-1901 

H.   L.  Smith 1901- 

Principals  and  assistants: 

Principal,  N.  V.  Patterson;  Assistant,  Michael  Bossert. 
High  school  teachers  and  subjects  they  teach: 

N.  V.  Patterson,  Latin,  three  years;    Geometry,  one  year;    Physics, 

Chemistry  and  English,  second  year. 
Michael  Bossert,  English,  first  year;  Algebra,  first  and  second  years; 
General  History,  French  and  English;  History,  Botany,  Review. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$765. 
Training  of  teachers: 

H.  L.  Smith,  A.  B.  and  A.  M.,  Indiana  State  University. 
N.  V.  Patterson,  A.  B.,  four  years. 

Michael  Bossert,  graduate  Indiana  State  Normal,  four  years;  under- 
graduate Indiana  State  University. 

Enrollment  in  high  school 46 

Total  enrollment  in  grades  and  high  school 292 

Number  of  girls  graduated  last  year  (1903) 8 

Number  of  boys  graduated  last  year  (1903) 1 

(These  figures  are  misleading.     This  year  the  figures  are,  boys,  4;  girls, 
5.    We  usually  have  as  many  boys  in  high  school  as  girls.) 

Number  in  this  class  that  went  to  college 6 

Number  of  graduates  since  school  was  organized 150 


EDUCATION  IN  INDIANA. 


255 


Brookville  High  School. 


256  EDUCATION  IN  INDIANA. 

BROWNSTOWN  HIGH  SCHOOL. 

W.  B.  Black,  Superintendent, 

Organized,  1858.     Commissioned,  1882. 
Superintendents,  with  dates  of  service: 

J.  L.  Lucas 1880-18S4 

Prof.   Sims    1884-1885 

C.   L.  Hottcl.  . ; 1885-1888 

E.  C.  Hobbs 1888-1889 

J.  T.  Perizo 1889-1890 

Prof.  Owen   1890-1891 

Prof.   Evans    1891-1893 

L.    N.   Fonts 1893-1898 

E.  W.  Davis 1898-1902 

W.  B.  Black 1902- 

Principals  and  assistants: 
J.  C.  Browning. 
Will  H.  Hackendorf. 
Mrs.  L.  N.  Fonts. 
Essie  Shirley. 
Daisy  Plunket. 
High  school  teachers  and  subjects  they  teach: 
Essie  Shirley,  Mathematics  and  Botany. 
Daisy  Plunket,  Latin  and  English. 
W.  B.  Black,  History,  Civics  and  Physics. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$566. 
Training  of  teachers: 

Daisy  Plunket,  graduate  Indiana  University. 
Essie  Shirley,  graduate  Indiana  University. 
W.  B.  Black,  graduate  Indiana  University. 

Enrollment  in  high  school 00 

Total  enrollment  in  grades  and  high  school 400 

Number  of  girls  graduated  last  year  (1903) 9 

Number  of  boys  graduated  last  year  (1903) 2 

Number  in  this  class  that  went  to  college 4 

Number  of  graduates  since  school  was  organized About    IIC 

Number  of  these  who  have  attended  college 40 

BUTLER  HIGH  SCHOOU 

H.  G.  Brown,  Superintendent. 

Organized,  18G8.    Commissioned,  1902. 
Superintendents,  with  dates  of  service: 

No  records. 
I'rincipals  and  assistants: 

No  records. 
High  school  teachers  and  subjects  they  teach: 

Miss  Lillian  Hillman,  Principal,  History  and  English. 

Miss  Anna  Taylor,  Assistant  Principal,  Latin  and  German. 

H.  G.  Brown,  Superintendent,  Latin  and  Science. 


EDUCATION  IN  INDIANA.  25 Y 

Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$645. 
Training  of  teachers: 

Superintendent,  H.  G.  Brown,  B.  S.,  Tri-State  Normal  School. 

Principal,  Lillian  A.  Hillman,  undergraduate  University  of  Michigan. 

Assistant  Principal,  Anna  Taylor,  Smith  College. 

Enrollment  in  high  school 50 

Total  enrollment  in  grades  and  high  school 450 

Number  of  girls  graduated  last  year  (1903) 1 

Number  of  boys  graduated  last  year  (1903) 2 

Number  in  this  class  that  went  to  college 1 

Number  of  graduates  since  school  was  organizea Don't  know 

Number  of  these  who  have  attended  college No  record 


CAMBRIDGE  CITY  HIGH  SCHOOL. 

Lee  Ault,   Superintendent. 

Organized,  1869.     Commissioned,  1880. 
Superintendents,  with  dates  of  service: 

J.   M.   Coyner 1869-1871 

Jas.  R.  Hall 1871-1881 

W.  H.   Simms .1881-1883 

W.  F.  L.  Sanders 1883-1889 

N.    C.   Johnson 1889-1896 

Paul  Wilkie 1896-1900 

Lee  Ault  1900- 

High  school  teachers  and  subjects  they  teach: 

Isadore  Wilson,  English,  History,  Literature  and  Latin. 
W.  O.  Wissler,  Mathematics  and  Latin. 
Lee  Ault,  Science. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$805. 
Training  of  teachers* 

Lee  Ault,  Superintendent,  White  Water  Academy  and  S.  W.  Normal 

School,  Lebanon,  Ohio. 
Isadore  Wilson,  Earlham  College. 
W.  O.  Wissler,  Indiana  State  Normal  School. 

Enrollment  in  high  school 89 

Total  enrollment  in  grades  and  high  school 409 

Number  of  girls  graduated  last  year  (1903) 8 

Number  of  boys  graduated  last  year  (1903) 4 

Number  in  this  class  that  went  to  college 8 

Number  of  graduates  since  school  was  organized 269 

Number  of  these  who  have  attended  college 74 


17— Education. 


258  EDUCATION  IN  INDIANA. 

CANNELTON  HIGH  SCHOOL. 

James  F.  Organ,  Superintendent. 

Organized,  1896.    Commissioned,  1896. 
Superintendents : 

G.  P.  Weedman. 

O.  P.  Robinson. 

Abel  Powell. 

James  F.  Organ. 
Principals  and  assistants: 

Cbas.  A.  Unnewebr,  Principal .1902-1904 

A.  J.  Blickenstaff,  Assistant  Principal 1902-1904 

Average  yearly  salary  of  bigb  school  teachers,  including  superintendent, 

$540. 
Training  of  teachers: 

Superintendent,  James  F.  Organ,  A.B.,  Indiana  University. 

Principal,  C.  A.  Unnewebr,  A.B.,  Indiana  University. 

A.  J.  Blickenstaff,  A.B.,  Indiana  Universit5\ 

Peter  Van  Braam,  Ph.D.,  from  Utrecht,  Holland. 

Enrollment  in  high  school 43 

Total  enrollment  in  grades  and  bigb  school 300 

Number  of  girls  graduated  last  year  (1903) 4 

Number  of  boys  graduated  last  year  (1903) None 

Number  in  this  class  that  went  to  college None 

Number  of  graduates  since  school  was  organized 20 

Number  of  these  who  have  attended  college 6 

CARMEL  HIGH  SCHOOL. 

John  W.  Teter,  Superintendent. 

Organized,  1887.    Commissioned,  1901. 
Superintendents,  with  dates  of  service: 

J.  E.  Retherford •. 1901-1902 

John  W.  Teter 1902-1904 

Principals  and  assistants: 

Principal,  Clare  O'Neal. 

Luella  McWurter. 

Maude  White. 

Elbert  Harold. 

John  Langston. 

Edward  Morgan. 
High  school  teachers  and  subjects  they  teach: 

Maude  White,  Latin  and  English. 

Edward  Morgan,  Mathematics  and  History. 

John  W.  Teter,  History  and  Science. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$440. 
Training  of  teachers: 

AH  of  the  teachers  have  had  college  training.  The  superintendent 
and  assistant  principal  are  from  Indiana  University.  The  princi- 
pal is  a  graduate  of  Earlham  College. 


EDUCATION  IN  INDIANA. 


259 


Cannelton  High  School. 

Enrollment  in  high  school 75 

Total  enrollment  in  grades  and  high  school 275 

Number  of  girls  graduated  last  year  (1903) 2 

Number  of  boys  graduated  last  year  (1903) 6 

Number  in  this  class  that  went  to  college 2 

Number  of  graduates  since  school  was  organized 15 

Number  of  these  who  have  attended  college 2 


CARTHAGE  HIGH  SCHOOL. 

J.  H.  Scholl,  Superintendent. 

Organized,  1879.    Commissioned,  1881.  ' 
Superintendents,  with  dates  of  service: 

A.  J.  Johnson 1879-1884 

B.  Martin 1884-1885 

Louis  Morgan 1885-1887 

E.  P.  Trueblood 1887-1888 

A.  H.  Sherer 1888-1895 

Edwin  Jay 1895-1898 

J.  H.   Scholl 1898-1904 

Principals  and  assistants: 

Mrs.  A.  H.  Sherer,  1888-1895. 
J.  F.  Evans,  1895-1900. 
E.  A.  Lanning,  1900-1904. 


260  EDUCATION  IN  INDIANA. 

High  school  teachers  and  subjects  they  teach: 

E.  A.  Lanning,  Latin,  Mathematics,  History  and  Literature. 

J.  H.  Sclioll,  Physics,  Chemistry,  Latin,  Literature. 

Ida  L.  Ludlow,  English,  Mathematics,  Civil  Government. 

Lulu  Robinson,  English. 
Average  yearly  salary  of  higli  school  teachers,  including  superintendent, 

$605. 
Training  of  teachers: 

J.  H.  Scholl,  A.  B.,  Indiana  University,  1898. 

E.  A.  Lanning,  B.  S.,  Tri-State  Normal  School. 

Ida  Ludlow,  undergraduate  of  State  Normal  School. 

Lulu  Robinson,  graduate  Olivet  College,  Michigan. 

Enrollment  in  high  school 94 

Total  enrollment  in  grades  and  high  school 295 

Number  of  girls  graduated  last  year  (1903) 7 

Number  of  boys  graduated  last  year  (1903) 2 

Number  in  this  class  that  went  to  college 2 

Number  of  graduates  since  school  was  organized 138 

Number  of  these  who  have  attended  college 6G 

CAYUGA  HIGH  SCHOOL. 
Colfax  Martin,  Superintendent. 

Organized,  1894.    Commissioned,  1897. 

Superintendents,  with  dates  of  service: 

R.  E.  Newland 1894-1895 

O.  B.  Zell 1896-1898 

Colfax  Martin 1899-1904 

Principals  and  assistants: 

John  D,  Groves. 1896 

Edwin  Dodson 1897-1898 

Chas.  D.  Marley 1899 

J.  R.  Patxick,  assistant , 1902 

J.  S.  Schumaker,  assistant 1903 

J.  H.  Caldwell,  principal 1903-1904 

Chas.  A.  Wright,  assistant 1903-1904 

High  school  teachers  and  subjects  they  teach: 
Colfax  Martin,  History. 
J.  H.  Caldwell,  Latin  and  Mathematics. 
Chas.  A.  Wright,  Science  and  English. 

Average  yearly  salary  of  high  school  teachers,  including  superintendent, 
$637.50. 

Training  of  teachers: 

Colfax  Martin,  graduate  Indiana  State  Normal  and  graduate  of  the 

State  University. 
J.  H.  Caldwell,  graduate  of  State  Normal,  two  terms  in  Indiana  Uni- 
versity, one  term  in  Chicago  University. 
Chas.  A.  Wright,  graduate  Indiana  State  Normal  School. 

Enrollment  in  high  school 46 

Total  enrollment  in  grades  and  high  school 302 


EVU CATION  IN  INDIANA 


201 


Carthage  High  School. 

Number  of  girls  graduated  last  year  (1903) 7 

Number  of  boys  graduated  last  year  (1903) 4 

Number  of  each  in  this  class  that  went  to  college,  girls  (the  Indianap- 
olis Kindergarten) 1 

Number  of  graduates  since  school  was  organized 40 

Number  of  these  who  have  attended  college 10 


CHALMERS  HIGH  SCHOOL. 
John  B.  Gowers,  Superintendent. 

Organized,  1891.     Commissioned,  1900. 

Superintendents,  with  dates  of  service: 

E.   C.   Green 1900-1903 

John  B.  Gowers. 1903-1904 

Principals  and  assistants: 

Ernest  Matlock 1900-1901 

E.   S.   Dyer 1901-1902 

Lynn  Scipio 1902-1904 

High  school  teachers  and  subjects  they  teach: 
John  B.  Gowers,  History  and  English. 
Lynn  Scipio,  Mathematics  and  Science. 
Florence  Dwyer,  Latin  and  English. 


262  EDUCATION  IN  INDIANA. 

Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$5G6.66. 
Training  of  teacners: 

John  B.  Gowers,  Michigan  State  Normal  School. 

Lynn  ScipiO;  Angola  Normal. 

Florence  Dwyer,  Michigan  State  Normal. 

Enrollment  in  high  school 40 

Total  enrollment  in  grades  and  high  school 175 

Number  of  girls  graduated  last  year  (1903) 3 

Number  of  boys  graduated  last  year  (1903) 2 

Number  of  each  in  this  class  that  went  to  college 0 

Number  of  graduates  since  school  was  organized No  data 

Number  of  these  who  have  attended  college No  data 

CHARLESTOWN  HIGH  SCHOOL. 
W.  A.  Collings,  Superintendent. 

Organized,  1886.    Commissioned,  1901. 

Superintendents,  with  dates  of  service: 

John  A.  Wood 1886-1889 

J.  G.  Scott 1889-1890 

D.  B.  Beck 1890-1893 

Chas.  Ammerman 18931894 

W.  E.   Life 1894-1895 

E.  E.  Olcott 1895-1899 

W.  A.  Oldfather 1899-1900 

W.  A.  Collings 1900-1904 

Principals  and  assistants: 

Allen  Harbolt,  principal. 
High  school  teachers  and  subjects  they  teach: 

W.  A.  Collings,  Mathematics  and  Science. 

Allen  Harbolt,  Latin  and  English. 

Mrs.  A.  L.  Crawford,  History  and  English. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$533,331/3. 
Training  of  teachers: 

W.  A.  Collings,  Ph.  B.,  DePauw  University. 

Allen  Harbolt,  undergraduate  in  Indiana  University,  two  years. 

Mrs.  A.  L.  Crawford,  graduate  of  the  Cincinnati  Normal  School. 

Enrollment   in  high   school 42 

Total  enrollment  in  grades  and  high  school 227 

Number  of  girls  graduated  last  year  (1903) 3 

Number  of  boys  graduated  last  year  (1903) None 

Number  of  each  in  this  class  that  went  to  college — girl 1 

Number  of  graduates  since  school  was  organized 60 

Number  of  these  who  have  attended  college 25 


EDUCATION  IN  INDIANA.  263 

CHESTERTON  HIGH  SCHOOL. 

S.  H.  Roe,  Superintendent. 

Organized,  1897.    Commissioned,  1898. 
Superintendent,  with  date  of  service: 

S.  H.  Roe,  September,  1897. 
Principals  and  assistants: 

J.  E.  Derbyshire. 

F.  R.  Farnam. 

Lois  E.  Prentiss. 
High  school  teachers  and  subjects  they  teach: 

S.  H.  Roe,  Mathematics  and  Science. 

Lois  E.  Prentiss,  English  and  Latin. 

Mrs.  Alice  Ingram,  Business  Course. 

Miss  Matilda  Swanson,  History. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$783. 
Training  of  teachers: 

S.  H.  Roe,  B.  S.,  Northern  Indiana  Normal. 

Miss  Lois  Prentiss,  Ph.  B.,  Chicago  University. 

Mrs.  Alice  Ingram,  B.  A.,  Northern  Indiana  Normal. 

Miss  Matilda  Swanson,  Northern  Indiana  Normal,  ten  terms. 

Enrollment  in  high  school 38 

Total  enrollment  in  grades  and  high  school 300 

Number  of  girls  graduated  last  year  (1903) 3 

Number  of  boys  graduated  last  year  (1903) None 

Number  of  each  in  this  class  that  went  to  college 1 

Number  of  graduates  since  school  was  organized 22 

Number  of  these  who  have  attended  college 5 

CHURUBUSCO  HIGH  SCHOOL. 

Claude  Beltz,  Superintendent. 

Organized,  1875.     Commissioned,  1903. 
Superintendent,  with  date  of  service: 

Claude  Beltz 1899-1904 

Principals  and  assistants: 

Lavon  Chapman. 

Teressa  Patterson. 
High  school  teachers  and  subjects  they  teach: 

Teressa  Patterson,  Science  and  Mathematics. 

Regina  Coudricl?:,  History  and  Latin. 

Claude  Beltz,  English  and  German. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$493. 
Training  of  teachers: 

Claude  Beltz,  Indiana  University,  three  years. 

Teressa  Patterson,  graduate  Missouri  State  Normal. 

Enrollment  in  high   school 58 

Total  enrollment  in  grades  and  high  school 249 


264  EDUCATION  IN  INDIANA. 

Number  of  girls  graduated  last  year  (1903) 1 

Number  of  boys  graduated  last  year  (1903) 5 

Number  of  each  in  this  class  that  went  to  college- 
Boys    3 

Girls    1 

Number  of  graduates  since  the  school  was  organized No  data 

Number  of  these  who  have  attended  college 20 

CICERO  HIGH   SCHOOL. 

Frank  A.  Gause,  Superintendent. 

Organized,  1894.     Commissioned,  1901. 
Superintendents,  with  dates  of  service: 

J.  A.  Mitchell 1894-]89«; 

Frank  A.  Gause 189()-]904 

Principals  and  assistants: 

C.  M.  McConnell. 

W.  A.  Collings. 

Ida  A.  Adams. 

W.  M.  McCoy. 

Myra  Tucker. 

John  M.  Kreag. 

Lenore  Alspaugh. 
High  school  teachers  and  subjects  they  teach: 

John  M.  Kreag,  Mathematics  and  Science. 

Lenore  Alspaugh,  German  and  History. 

Frank  A.  Gause  (superintendent),  English. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$660. 
Training  of  teachers: 

F.  A.  Cause,  student  of  Indiana  University,  3%  years. 

J.  M.  Kreag,  student  at  Indiana  University,  two  j^ears. 

Lenore  Alspaugh,  graduate  DePauw  University  and  student  at  Chi- 
cago University  one  year. 

Enrollment  in  high  school •    60 

Total  enrollment  in  grades  and  high  school 389 

Number  of  girls  graduated  last  year  (1903) 4 

Number  of  boys  graduated  last  year  (1903) 2 

Number  of  each  of  this  class  that  went  to  college None 

Number  of  graduates  since  school  was  organized 30 

Number  of  these  who  have  attended  college 13 


EDUCATION  IN  INDIANA. 


265 


Cicero  High  School. 


266  EDUCATION  IN  INDIANA, 

CLINTON  HIGH  SCHOOL. 
Wm.  F.  Clarke,  Superintendent. 
Organized,  1886.    Commissioned,  1886. 
Superintendents,  with  dates  of  service: 

J.  H.  Tomlin 1886-1891 

Will  P.   Hart 1891-1894 

H.  P.  Leavenworth 1894-1899 

H.   S.   Schell 1899-1902 

Wm.   F.   Clarke 1902-1904 

Principals  and  assistants: 

Joseph  W.  Strain,  principal. 

Anna  O.  Marlatt,  assistant. 
High  school  teachers  and  subjects  they  teach: 

Jos.  W.  Strain,  Science  and  Mathematics. 

Anna  O.  Marlatt,  History  and  Latin. 

Eva  L.  Reefsnider,  History  and  English. 

Wm.  F.  Clarke,  English  and  German. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent. 

$677.50. 
Training  of  teachers: 

William  F.  Clarke,  A.  M.,  Ph.  D.,  Butler  College. 

Joseph    W.    Strain,    graduate    State    Normal,    undergraduate    State 
University. 

Anna  O.  Marlatt,  A.  B.,  DePauw. 

Eva  L,  Reefsnider,  graduate  of  State  Normal. 

Enrollment  in  high  school 75 

Total  enrollment  in  grades  and  high  school 770 

Number  of  girls  graduated  last  year  (1908) 8 

Number  of  boys  graduated  last  year  (1903) 3 

Number  of  each  in  this  class  that  went  to  college- 
Girls    1 

Boys    3 

Number  of  graduates  since  the  school  Avas  organized 87 

Number  of  these  who  have  attended  college 26 

COLFAX  HIGH   SCHOOL. 

C.  O.  Mitchell,  Superintendent, 

Organized,  1873.     Commissioned,  1903. 
Superintendents,  with  dates  of  service: 

F.  B.  Clark 1886-1887 

F.  G.  Sharp 1887-1889 

G.  K  Long 1889-1895 

Frank   Long 1895-1900 

J.  W.  Lydy * 1900-1902 

Abraham  Bowers 1902-1903 

C.   O.   Mitchell 1903-1904 

Principals  and  assistants: 

Geo.   A.   Rinehart 1885-1886 

Bruce  Clark   1893-1895 


EDUCATION  IN  INDIANA. 


267 


Clinton  High  School. 

Belle  Eldred 1897-1900 

Dottie  Dammond 1901-1902 

C.  W.  Miller 1902-1903 

S.  H.  Watson 1903-1904 

High  school  teachers  and  subjects  they  teach: 

C.  O.  Mitchell,  Latin,  German,  English. 

S.  H.  Watson,  Latin,  Mathematics,  English,  Physics. 

W.  F.  Burroughs,  French  and  English  History. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$570. 
Training  of  teachers: 

G.  O.  Mitchell,  A.  B.,  Indiana  University. 

S.  H.  Watson,  H.  B.,  Wabash  Gollege. 

W.  F.  Burroughs,  undergraduate  Wabash  Gollege. 

Enrollment  in  high  school 42 

Total  enrollment  in  grades  and  high  school 275 

Number  of  girls  graduated  last  year  (1903) 3 

Number  of  boys  graduated  last  year  (1903) 2 

Number  of  each  in  this  class  that  went  to  college None 

Number  of  graduates  since  school  was  organized 60 

Number  of  these  who  have  attended  college 10 


268  ,  EDUCATION  IN  INDIANA. 

COLLEGE  CORNER  HIGH  SCHOOL. 

Eli  P.  Wilson,  Superintendent. 

Organized,  1893.     Commissioned,  1901. 
Superintendent,  with  date  of  service: 

Eli  P.  Wilson 1893-1904 

Principals  and  assistants: 

Miss  Minnie  Chambers. 
■      Mr.  C.  E.  Gillespie. 
High  school  teachers  and  subjects  they  teach: 

E.  P.  Wilson,  Latin,  Geometry,  Chemistry. 

Miss  Chambers,  English,  Mathematics. 

Mr.  Gillespie,  Latin  and  History. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$570. 
Training  of  teachers: 

E.  P.  Wilson,  student  university  of  Colorado  and  Indiana  University; 
former  one  year  and  latter  one  year  and  four  summer  terms; 
also  some  work  by  correspondence. 

Miss  Minnie  Chambers,  graduate  of  Valparaiso  Normal,  student 
Colonel  Parker's  school,  Chicago,  and  student  Indiana  State  Nor- 
mal. 

Mr.  Gillespie,  A.  B.,  graduate  of  Miami  University. 

Enrollment  in  high  school 52 

Total  enrollment  in  grades  and  high  school 230 

Number  of  girls  gi-aduated  last  year  (1993) 7 

Number  of  boys  graduated  last  year  (1903) 6 

Number  of  each  in  this  class  that  went  to  college 3 

Number  of  graduates  since  school  was  organized 77 

Number  of  these  who  have  attended  college 12 

COLUMBIA  CITY  HIGH  SCHOOL. 
C.  L.  Hottel,   Superintendent. 

Organized,  1869.     Commissioned,  1880. 

Superintendents,  with  dates  of  service: 

Rev.  A.  J.  Douglas 1869-1879 

Augustus  C.  Mills 1879-1881 

W.  C.  Barnhart 1881-1883 

John  C.  Kinney 1883-1885 

W.  C.  Palmer 1885-1891 

P.  H.  Kirsh 1891-1896 

Luella  A.  Mellinch 1896-1898 

Craven  L.  Hottel 1898-1904 


EDUCATION  IN  INDIANA. 


269 


Columbia  City  High  School. 


\ 


270  EDUCATION  IN  INDIANA. 

Principals  and  assistants: 

James  A.  Campbell. 

W.  A.  Dickey. 

J.  E,  Doorland. 

Le  Roy  D.  Thorman. 

L.  S.  I.  Hunt. 

A.  G.  Miller. 

J.  E.  McDonald. 

Frank  B.  Mae. 

R.  H.  Pierce. 

W.  C.  Palmer. 

Ira  C.  Batman.  • 

Mary  L.  Stone. 

Charles  Egner. 

Helen  I.  Millspaugh. 

Emma  R.  Thatcher. 

Clara  Kinney. 

Luella  Mellinch. 

Helen  I.  Millspaugh. 

Lucien  McCord. 

W.  A.  Beam. 

I.  T.  Glenn. 

J.  C.  Sanders. 
High  school  teachers  and  subjects  they  teach: 

Helen  Millspaugh,  English. 

Olive  M.  Lawrence,  Latin  and  History.  • 

C.  L.  Johnston,  Latin  and  Mathematics. 

Alma  Ball,  Latin  and  Mathematics. 

L.  L.  Hall,  Science  and  Mathematics. 

Ida  Galbreath,  English. 

Herbert  Irwig,  Science  and  History. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$725. 
Training  of  teachers: 

J.  C.  Sanders,  from  N.  O.  N.  University. 

Herbert  Irwig,  A.  B.,  from  Indiana  University. 

Ida  Galbreath,  A,  B.,  Lombard. 

C.  L.  Hottel,  superintendent,  Ph.  D.,  from  Hartsville  University. 

Enrollment  in   high   school 97 

Total  enrollment  in  grades  and  high  school 745 

Number  of  girls  graduated  last  year  (1903) 9 

Number  of  boys  graduated  last  year  (1903) 1 

Number  of  each  in  this  class  that  went  to  college None 

Number  of  graduates  since  school  was  organized 152 

Number  of  these  Avho  have  attended  college 30 


EDUCATION  IN  INDIANA. 


271 


272  EDUCATION  IN  INDIANA. 

COLUMBUS  HIGH  SCHOOL. 
T.  F.  Fitzgibbon,  Superintendent. 

Organized,  1859. 

Superintendents,  with  dates  of  service: 

Theo.  P.  Marsh 1859-1861 

J.   M.   Olcott '. 1861-1862 

Mr.  Vance  1862-1863 

David  Shuclv 1863-1864 

Amos  Burns 1864-1865 

David   Graham 1865-1869 

A.  H.  Graham 1869-1890 

J.  A.  Carnagey 1890-1901 

T.  F.  Fitzgibbon 1901-1904 

Principals  and  assistants: 

Mrs.  B.   L.  Sanders 1872-1887 

Miss  Lizzie  Long 1887-1889 

Samuel  Wertz 1889. 

High  school  teachers  and  subjects  they  teach: 
Samuel  Wertz,  Mathematics. 
Mrs.  L.  S.  Armen,  Latin. 
W.  C.  Cox,  Science. 
Elizabeth  Wright,  History. 
Martha  Scott,  English. 

Clara  Hussey,   Shorthand  and  Typewriting. 
Amy  Brown,  assistant  in  Mathematics  and  English. 
M.  L.  Sandifor,  assistant  in  Latin  and  Mathematics. 

Average  yearly  salary  of  high  school  teachers,  including  superintendent, 
$820. 

Training  of  teachers: 

Samuel  Wertz,  A.  B.,  Hartsville  College  and  student  Indiana  Uni- 
versity. 
Mrs.  L.  S.  Armen,  A.  B.,  Hartsville. 
W.  C.  Cox,  A.  B.,  Earlham  College. 
Elizabeth  Wright,  A.  B.,  Indiana  University. 
Amy  Brown,  undergraduate  Indiana  University,  3%  years. 
Martha  Scott,  undergraduate  Indiana  University,  3^^  years. 
Merl  L.  Sandifor,  graduate  Indiana  State  Normal. 

Enrollment  in   high   school 236 

Total  enrollment  in  grades  and  high  school 1,750 

Number  of  girls  graduated  last  year  (1903) 7 

Number  of  boys  graduated  last  year  (1903) 13 

Number  of  each  in  this  class  that  went  to  college- 
Males 3 

Females  ^ 4 

Number  of  graduates  since  school  was  organized 457 

Number  of  these  who  have  attended  college 85 


EDUCATION  IN  INDIANA.  2T3 

CONNERSVILLB  HIGH  SCHOOL. 
W.  S.  Rowe,  Superintendent. 

Organized,  1877.     Commissioned,  1881. 

Superintendents,  with  date  of  service: 

John  Brady 1858-1860 

Chas.  Rhoel 1865-1867 

J.  I/.  Rippetoe 1867-1871 

Mr.  Hughes 1871-1873 

J.  L.  Rippetoe 1873-1886 

D.  Ecliley  Hunter 1886-1889 

W.  F.  L.  Sanders 1889-1899 

W.  S.  Rowe 1899-1904 

Principals  and  assistants: 

K  A.  Turner,  principal. 

Catherine  Chilton,  assistant. 
High  school  teachers  and  subjects  they  teach: 

E.  A.  Turner,  Science. 
Catherine  Chilton,  History. 

W.  F.  L.  Sanders,  Mathematics. 

W.  R.  Houghton,  Latin. 

Helen  Weston,  English. 

Charlotte  Griggs,  English  and  Mathematics. 

E.  M.  Lippitt,  Music. 

W.  H.  Garus,  Drawing. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent. 

$892.15. 
Training  of  teachers: 

W.  S.  Rowe,  A.  B.,  DePauw  University,  four  years. 

E.  A.  Turner,  graduate  State  Normal  (four  years'  course),  four  years 
credit  in  Indiana  University,  five  terms  in  Biological  station. 

Catherine  Chilton,  graduate  State  Normal,  A.  B.,  Indiana  University, 
two  years. 

W.  R.  Houghton,  M.  A.,  Indiana  University. 

W.  F.  L.  Sanders,  B.  S.,  Indiana  University,  three  years. 

Helen  Weston,  Ph.  B.,  DePauw  University. 

Charlotte    Griggs,    undergraduate    Butler    University,    student    two 
years.. 

W.  H.  Garus,  graduate  Northern  Illinois  Normal  School,  art  depart- 
ment. 

E.  M.  Lippitt. 

Enrollment  in  high  school 114 

Total  enrollment  in  grades  and  high  school 1,091 

Number  of  girls  graduated  last  year  (1903) 5 

Number  of  boys  graduated  last  year  (1903) 4 

Number  of  each  in  this  class  that  went  to  college  (a  girl) 1 

Number  of  graduates  since  school  was  organized 298 

Number  of  these  who  have  attended  college  (girls  45,  boys  41) 86 


18— Education. 


274  EDUCATION  IN  INDIANA. 

CONVERSE  HIGH  SCHOOL. 
C.  E.  Spaulding,  Superintendent. 

Organized,  1873.     Commissioned,  1895. 

Superintendents,  with  dates  of  service: 

H.   S.  Miller 1872-1873 

John  S.  Stout 1873-1875 

S.  S.  Bowman 1875-1880 

Arnold  Tompkins 1880-1882 

Mr.  Caroway 1882-1883 

Mr.  Crispman 1883-1884 

S.  S.  Bowman 1884-1886 

Jesse  Lewis 1886-1888 

Jasper   Goodykoontz 1888-1890 

Mr.  Hester 1890-1893 

W.  E.  Alexander 1893-1895 

H.  S.  Bowers 1895-1897 

S.  L.  Heeter 1897-1903 

C.  K  Spaulding 1903-1904 

Principals  and  assistants: 

S.  L.  Heeter 1896-1897 

G.  C.  Marshall 1897-1902 

C.   R    Spaulding 1902-1903 

E.  B.  Wetherow 1903- 

High  school  teachers  and  subjects  they  teach: 

C.  E.    Spaulding,    German,    English,    Eliglish    History,    Geometry, 
Latin. 

D.  L.  Cowan,  Algebra,  Arithmetic,  Civil  Government. 

E.  B.  Wetherow,  Latin,  English,  Ancient  History,  Physics,  Geometry. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$610.10. 
Training  of  teachers: 

Supt.  C.  E.  Spaulding,  A.  B.,  Indiana  University,  1897. 

Principal  E.  B.  Wetherow,  undergraduate  Indiana  University. 

Assistant  Principal  D.  L,  Cowan,  high  school  graduate. 

Enrollment  in  high  school 50 

Total  enrollment  in  grades  and  high  school 314 

Number  of  girls  graduated  last  year  (1903) 8 

Number  of  boys  graduated  last  year  (1903) 3 

Number  of  each  in  this  class  that  went  to  college 3 

Number  of  graduates  since  school  was  organized 48 

Number  of  these  who  have  attended  college 10 

CORYDON  HIGH  SCHOOL. 
Jesse  W.  RiMle,  Superintendent. 

Organized,  1877.     Commissioned,  1901. 

Superintendents,  with  dates  of  service: 

Joseph  P.  Funk 1875-1888 

George  B.  Haggett 1888-1890 


EDUCATION  IN  INDIANA. 


2Y5 


Edwin  S.  Hallett 1890-1893 

Charles  K.  Shafer 1893-1895 

Jesse  W.  Riddle 1895-1904 

Principals  and  assistants: 

Herman  I.  Stern,  Blanche  Ridley,  Adam  H.  Reising,  Emma  K.  Hal- 
lett, Mollie  M.  Riddle. 
High  school  teachers  and  subjects  they  teach: 

Adam  H.  Reising,  Mathematics  and  Science. 

Emma  K.  Hallett,  Latin. 

Mollie  M.  Riddle,  Music  and  Drawing. 

Jesse  W.  Riddle,  History  and  English. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$625. 
Training  of  teachers: 

Jesse  W.  Riddle,  A.B.,  Indiana;  LL.B.,  Michigan. 

Adam  H.  Reising,  graduate  Indiana  State  Normal  School. 

Emma  K.  Hallett,  graduate  Jeffersonville  High  School;  Borden  In- 
stitute, two  years. 

Enrollment  in  high  school 60 

Total  enrollment  in  grades  and  high  school 450 

Number  of  girls  graduated  last  year  (1903) 4 

Number  of  boys  graduated  last  year  (1903) 4 

Number  in  this  class  that  went  to  college 3 

Number  of  graduates  since  school  was  organized 137 

Number  of  these  who  have  attended  college 50 


(Converse  High  School. 


276  EDUCATION  IN  INDIANA. 

COVINGTON  HIGH  SCHOOL. 

H.  S.  Kaufman,  Superintendieiit. 

Organized,  1879.    Commissioned,  1896. 
Superintendents,  with  dates  of  service: 

J.  Warren  McBroom 1879-1882 

H.  M.  McKnight, - 1882-1883 

V.  E.  Livengood. 1883-1887 

S.  A.  D.  Harry 1887-1891 

W.  H.  Fertieh 1891-1895 

W.  P.  Hart 1895-1903 

H.  S.  Kaufman. 1903-1904 

Principals  and  assistants: 

Letha   Fertieh 1891 

Mollie  McMahon    1892 

Edna  Hays   1894 

W.  P.  Hart 1896 

J.  F.  Millis 1897-1898 

S.  H.   Hall 1903- 

High  school  teachers  and  subjects  they  teach: 
S.  H.  Hall,  Mathematics. 
H.  S.  Kaufman,  Mathematics. 
H.  C.  Fish,  History. 
Earl  M.  Watsen,  Science. 
LaVerne  Glascock,  Latin. 
Josephine  B.  Calhoun,  English. 
Lura  Hunter,  Music  and  DraAving. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent. 

$583. 
Training  of  teachers: 

H.  S.  Kaufman,  Indiana  University,  A.B. 

S.  H.  Hall,  Indiana  University,  A.B. 

La  Verne  Glascock,  University  of  Michigan,  A.B. 

H.  C.  Fish,  University  of  Wisconsin,  B.L. 

Josephine  B.  Calhoun,  DePauw  University,  Ph.B. 

Earl  M.  Watson,  Wabash  College,  A.B. 

Lura  Hunter,  Michigan  Normal  College. 

Enrollment  in  high  school : 100 

Total  enrollment  in  grades  and  high  school 518 

Number  of  girls  graduated  last  year  (1903) 14 

Number  of  boys  graduated  last  year  (1903) 4 

Number  in  this  class  that  went  to  college 2 

Number  of  graduates  since  school  was  organized 158 

Number  of  these  who  have  attended  college 46 


EDUCATION  IN  INDIANA. 


277 


2Y8  EDUCATION  IN  INDIANA, 

CRAWFORDSVILLE  HIGH  SCHOOL, 

W.  A.  Millis,  Superintendent. 

Organized,  1876.     Commissioned,  188(>. 
Superintendents,  with  dates  of  service: 

W.  T.  Fry 187G-1882 

T.  H.  Dunn 1882-1890 

I.   M.   Wellington 1890-1897 

G.  F.  Kenaston 1897-1900 

W.  A.  Millis 1900- 

Principals  and  assistants: 

Miss  Anna  Willson 1895-1904 

High  school  teachei's  and  subjects  they  teach: 

Anna  Willson,  English. 

Hannah  Muhleisen,  Latin. 

Sophie  Kleinhans,  German. 

Lena  F.  Myers,  English. 

Curtis  Merriman,  Mathematics. 

J.  W.  Pierce,  History. 

Fred  L,  Cory,  Science. 

Elizabeth  M.  Abernathy,  Music. 

Frances  Westfall,  Art. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent. 

$804. 
Training  of  teachers: 

W.  A.  Millis,  A.M.,  Indiana  University. 

Anna  AVillson,  student  Chicago  University  and  Harvard  College. 

Hannah  Muhleisen,  Indiana  University. 

Sophie  Kleinhans,  University  Gottinger. 

Lena  F.  Myers,  A.B.,  University  of  Michigan. 

Curtis  Merriman,  A.B.,  Indiana  University. 

J.  W.  Pierce,  graduate  Indiana  State  Normal  School. 

Fred  L.  Cory,  A.B.,  Wabash  College. 

Enrollment  in  high  school,  123  boys  and  143  girls 26<5 

Total  enrollment  in  grades  and  high  school 1,424 

Number  of  girls  graduated  last  year  (1903) 10 

Number  of  boys  gi-aduated  last  year  (1903) 0 

Number  in  this  class  that  went  to  college 9 

Number  of  graduates  since  school  was  organized 387 

Number  of  these  who  have  attended  college 101 

CROWN  POINT  HIGH  SCHOOL. 
F.  F.  Heighway,  Superintendent. 

Organized,  1883. 

Superintendents,  with  dates  of  service: 

W.  B.  Dimon 1881-1884 

G.  L.  Voris 1884-1888 

M.  J.   Mallery 1888-1890 

J.  J.  Allison 1890-1896 

F.  F.  Heighway 1896-1904 


EDUCATION  IN  INDIANA. 


279 


Principals  and  assistants: 

Margaret  McCowan. 
High  school  teachers  and  subjects  they  teach: 

Margaret  McCowan,  Latin,  Algebra,  Plane  Geometry. 

Clara  Vierling,  English  and  History. 

Augusta  Kopelke,  German  and  History. 

Frank  F.  Heighway,  Science. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$640. 
Training  of  teachers: 

Frank  F.  Heighway,  B.S.,  and  undergraduate  student  University  of 
Chicago. 

Margaret  McCowan,  A.B.,  Iowa  College  and  University  of  California. 

Clara  Vierling,  A.B.,  Indiana  University. 

Augusta  Kopelke,  German  College. 

Enrollment  in  high  school 80 

Total  enrollment  in  grades  and  high  school 467 

Number  of  girls  graduated  last  year  (1903) 11 

Number  of  boys  graduated  last  year  (1903) 5 

Number  in  this  class  that  went  to  college 5 

Number  of  graduates  since  school  was  organized 150 

Number  of  these  who  have  attended  college 45 


Crawfordsville  High  School. 


280  EDUCATION  IN  INDIANA. 

DANA  HIGH  SCHOOL. 

W.  E.  Smythe,  Superintendent. 

Organized,  1895.    Commissioned,  1897. 
Superintendents,  witli  dates  of  service: 

I.  C.  Reubelt 1895-1901 

E.  M.  Hughes 1901-1903 

W.  E.   Smythe 1903-1904 

Principals  and  assistants: 

J.  Walton  Clark. 

Mr.  Large. 

C.  E.  Dodson. 

Eva  Malone. 

Effie  I.  Roberts. 
High  school  teachers  and  subjects  they  teach: 

W.  K  Smythe,  Algebra,  Plane  Geometry,  Physics  and  U.  S.  History. 

Effle  I.  Roberts,  English  Composition  and  Rhetoric,  Botany,  Oriental 
History. 

Eva  Malone,  Latin,  Greek  and  Roman  History. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$430. 
Training  of  teachers: 

W.  E.  Smythe,  graduate  Indiana  State  Normal. 

Effie  I.  Roberts,  B.L.,  graduate  of  College  of  Liberal  Arts,  North- 
western University. 

Eva  Malone,  one  year  in  Vassar  College,  graduate  of  Decatur  High 
School. 

Enrollment  in  high  school 50 

Total  enrollment  in  grades  and  high  school 214 

Number  of  girls  graduated  last  year  (1903) 6 

Number  of  boys  graduated  last  year  (1903) 4 

Number  in  this  class  that  went  to  college 3 

Number  of  graduates  since  school  was  organized 00 

Number  of  these  who  have  attended  college 15 

DANVILLE  HIGH  SCHOOL. 
O.  C.  Pratt,  Superintendent. 

Organized,  1879.     Commissioned,  1895. 

Superintendents,  with  dates  of  service: 

J.  P.  Albin 1879-1880 

Libbie  Jarrett   .- 1880-1882 

P.  F.  Pragg 1882-1883 

Milton  J.  Mallory • 1883-1888 

A.  Jones ^^ 1888-1890 

H.  J.  Shafer T 1890-1892 

P.  M.  Saxton 1892-1894 

P.  V.  Voris 1894-1897 

Orville  C.  Pratt 1897-1904 

Principals  and  assistants: 

Principal,  C.  W.  Eaton;  assistant,  Grace  Welshans. 


EDUCATION  IN  INDIANA.  281 

High  school  teachers  and  subjects  they  teach: 

Orville  C.  Pratt,  German,  Commercial  Geography  and  English  His- 
tory. 

Ghas.  W.  Baton,  Mathematics  and  Science. 

Grace  H.  Welshans,  Latin  and  English. 

M.  A.  Keeney,  English  and  History. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$650. 
Training  of  teachers: 

O.  C.  Pratt,  Ph.B.,  DePauw. 

G.  W.  Eaton,  Valparaiso  Normal. 

Grace  H.  Welshans,  undergraduate  Chicago  University. 

M.  A.  Keeney. 

Enrollment  in  high  school .' 75 

Total  enrollment  in  grades  and  high  school 425 

Number  of  girls  graduated  last  year  (1903) 11 

Number  of  boys  graduated  last  year  (1903) 5 

Number  of  graduates  since  school  was  organized No  data 

Number  w^ho  have  attended  college No  data 

DARLINGTON  HIGH  SCHOOL. 

Daniel  Freeman,  Superintendent. 

Organized,  1896.     Commissioned,  1903. 
Superintendents,  with  dates  of  service: 

O.  H.  Ghriest 1896-1900 

W.   S.   King 1900-1903 

Daniel  Freeman 1903-1904 

Principals  and  assistants: 

Assistant,  W.  B.  Rodman 1896-1898 

Assistant,  Adam  Carrick 1898-1901 

Assistant,  Margaret  Weesner 1901-1904 

High  school  teachers  and  subjects  they  teacji: 

Daniel    Freeman,     Geometry,     General    History,     Latin,     German, 

Physics. 
Margaret    Weesner,    English,    General    History,    Algebra,    Physical 
Geography. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent 

$564.40. 
Training  of  teachers: 

Daniel  Freeman,  Ph.B.,  Earlham  College,  and  graduate  of  Indiana 

State  Normal. 
Margaret   Weesner,   Indiana    State   Normal    and   undergraduate   in 
State  University. 

Enrollment  in  high  school 63 

Total  enrollment  in  grades  and  high  school 260 

Number  of  girls  graduated  last  year  (1903) 7 

Number  of  boys  graduated  last  year  (1903) 2 

Number  in  this  class  that  went  to  college 2 

Number  of  graduates  since  school  was  organized 45 

Number  of  these  who  have  attended  college 8  to  10 


282  EDUCATION  IN  INDIANA. 


DECATUR  HIGH  SCHOOL. 

H.  A.  Hartman,  Superintendent. 

Organized,  1878.     Commissioned,  1894. 
Superintendents,  with  dates  of  service: 

S.  G.   Hastings 1878-1881 

C.  G.  Wliite 1881-1883 

G.  W.  A.  Lucky 1883-1887 

C.  A.  Dugan 1887-1891 

J.  Lewis 1891-1892 

A.  D.  Moffett 1892-1896 

Lell  M.  Segar 1896-1897 

W.  F.  Brittson 1897-1899 

H.  A.  Hartman 1899-1904 

Principals  and  assistants: 
W.  J.  Meyer. 
Miss  Lell  M.  Segar. 
H.  D.  Merrell. 
C.  E.  Hocker. 
High  school  teachers  and  subjects  they  teach: 
C;  E.  Hocker,  Mathematics. 
Miss  Rose  L.  Dunathan,  Latin  and  History. 
Miss  Sophia  Luzzader,  English. 
J.  B.  Dutcher,  Science. 
W.  J.  Creig,  Commercial. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$672.50. 
Training  of  teachers: 

H.  A.  Hartman,  A.B.,  Ph.D.,  Ann  Arbor  and  State  College  Alabama. 

C.  E.  Hocker,  undergraduate  Indiana  University,  one  year. 

Rose  L.  Dunathan,  A.B.,  Ohio  Wesleyan  University. 

Miss  Sophia  Luzzader,  A.B.,  Indiana  University. 

J.  B.  Dutcher,  A.B.,  Tri-State  Normal. 

W.  J.  Creig,  Vories  Business  College. 

Enrollment  in  high  school 67 

Total  enrollment  in  grades  and  high  school 825 

Number  of  girls  graduated  last  year 4 

Number  of  boys  graduated  last  year  (1903) 2 

Number  in  this  class  that  went  to  college 1 

Number  of  graduates  since  school  was  organized 216 

Number  of  these  who  have  attended  college 56 


EDUCATION  IN  INDIANA.  283 


DELPHI  HIGH  SCHOOL. 

E.  L.  Hendricks,  Superintendent. 

Organized,  1872.     Commissioned,  1872. 
Superintendents : 

D.  D.  Blakeman. 
A.  W.  Dunkle. 
W.  H.  Hershman. 
W.  S.  Almond. 

E.  L.  Hendricks. 
J.  M.  Hitt. 
Jolm  H.  Shafer. 

Principals  and  assistants: 
K.   R.   Smoot. 
G.  W.  Julien. 
S.  B.  McCracken. 
J.  M.  Culver. 

D.  C.  Ridgeley. 

F.  C.  Whitcomb. 
Emma  B.  Shealy. 
Jas.  O.  Engleman. 

High  school  teachers  and  subjects  they  teach: 

J.  O.  Engleman,  Principal,  Mathematics,  History,  Latin. 
F.  J.  Breeze,  Science,  American  Literature. 
Anna  M.  Scholl,  Literature  and  Latin. 

E.  L.  Hendricks,  Superintendent,  History. 

Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$881.25. 
Training  of  teachers: 

E.  L.  Hendricks,  superintendent,  graduate  of  Franklin  College;  A.M., 
Indiana  University;  summer  in  University  of  Chicago;  summer  in 
Harvard. 

J.  O.  Engleman,  graduate  Indiana  State  Normal;  correspondence 
work  in  University  of  Chicago. 

F.  J.  Breeze,  graduate  Indiana  State  Normal;  chemistry  work  in 
Purdue  University. 

Anna  M.  Scholl,  graduate  St.  Mary;  one  year  post-graduate  St.  Mary; 
one  term  Indiana  University. 

Enrollment  in  high  school 114 

Total  enrollment  in  grades  and  high  school 456 

Number  of  girls  graduated  last  year  (1903) 15 

Number  of  boys  graduated  last  year  (1903) 5 

Number  in  this  class  that  went  to  college 2 

Number  of  graduates  since  school  was  organized 288 

Number  of  these  who  have  attended  college 60 


284  EDUCATION  IN  INDIANA. 

DUNKIRK  HIGH  SCHOOL. 

C.  E.  Vinzant,  Superintendent. 

Organized,  1891.     Commissioned,  1898. 
Superintendents,  with  dates  of  service: 

Elias  Boltz 1891-1897 

H.  S.  Gray 1897-1902 

C.  E.  Vinzant 1903-1904 

Principals  and  assistants: 

G.  0.  Powers. 

Ruth  F.  Stone. 

W.  H.  Rudders. 

Alta  Branagan. 
High  school  teachers  and  subjects  they  teach: 

G.  C.  Powers,  Mathematics  and  Science. 

Ruth  F.  Stone,  Latin  and  English. 

C.  E.  Vinzant,  History. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$700. 
Training  of  teachers: 

G.   C.   Powers,  graduate  Earlham. 

Ruth   Stone,  DePauw,  three  years. 

C.  E.  Vinzant,  graduate  State  Normal. 

Enrollment  in  high  school 60 

Total  enrollment  in  grades  and  high  school G50 

Number  of  girls  graduated  last  year  (1903) 9 

Number  of  boys  graduated  last  year  (1903) 0 

Number  in  this  class  that  went  to  college 3 

Number  of  graduates  since  school  was  organized Records  burned 

DUBLIN  HIGH  SCHOOL. 
J.  C.  Mills,  Superintendent. 

Organized,  1871. 

Superintendents,  with  dates  of  service: 

W.  W.  White 1871-1874 

John  Mather 1879-1881 

R.  N.  Johns 1881-1882 

J.  McNeil 1882-1885 

Victor  C.  Alderson 1885-1887 

T.  A.  Mott 1887-1891 

F.  L.  Harris 1891-1892 

D.  R.  Ellbarger 1892-1893 

J.  R.  Sparks 1893-1895 

S.  B.  Plaskett -^ .1895-1897 

A.  L.  Ellabarger. * 1897-1898 

H.  D.  Nicewanger 1898-1900 

W.  D.  Cook 1900-1901 

J.  C.  Mills 1901-1904 


EDUCATION  IN  INDIANA. 


285 


Dublin  High  School. 

Principals  and  assistants: 

Mrs.  M.  E.  F.  Stewart. 
High  school  teachers  and  subjects  they  teach: 

Mrs.  Stewart,  Latin,  English,  part  of  work  in  Science. 

Mr.  Mills,  Mathematics,  History  and  part  of  work  in  Science. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$580. 
Training  of  teachers: 

,1.  C.  Mills,  undergraduate  Earlham,  three  years. 

Mrs.  Stewart,  graduate  Indiana  State  Normal ;  undergraduate  Indiana 
State  University,  one  and  one-half  years. 

Enrollment  in  high  school 35 

Total  enrollment  in  grades  and  high  school 200 

Number  of  girls  graduated  last  year  (1903) 2 

Number  of  boys  graduated  last  year  (1903) None 

Number  in  this  class  that  went  to  college 2 

Number  of  graduates  since  school  was  organized ' 151 

Number  of  these  who  have  attended  college 78 


286  EDUCATION  IN  INDIANA. 

EAST  CHICAGO  HIGH  SCHOOL. 

Wm.  C.  Smith,  Superintendent. 

Organized,  1898.     Commissioned,  1902. 
Superintendents,  with  dates  of  service: 

Irwin  F.  Mather 1899-1901 

Wm.  C.  Smith 1901-1904 

Principals  and  assistants: 

Principal,  A.  G.  Slocomb;  assistants.  Flora  B.  Bronson,  Ella  M.  Ly- 
ons, Bertha  Watkins,  Emelie  Pooley,  Carrie  B.  Hemenger,  Man- 
tia  Bloom,  May  Rolfe,  Kathryn  Sheets. 
High  school  teachers  and  subjects  they  teach: 

A.  G.  Slocomb,  Algebra,  Arithmetic,  Geometry,  Commercal  Law. 

Flora  B.  Bronson,  Latin,  German. 

Ella  M.  Lyons,  English,  History. 

May  Rolfe,  Physiology,  Physical  Geography,  Physics,  Botany,  Chem- 
istry. 

Kathryn  Sheets,  Bookkeeping,  Shorthand. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$785.66%. 
Training  of  teachers: 

W.  C.  Smith,  Washington  University,  two  years;  Normal,  two  years. 

A.  G.  Slocomb,  B.S.,  Valpai-aiso. 

Flora  B.  Bronson,  A.B.,  Valparaiso;  undergraduate  University  of  Chi- 
cago, two  years. 

Ella  M.  Lyons,  undergraduate  Indiana  University,  one-quarter  year; 
University  of  Chicago,  one-half  year. 

May  Rolfe,  A.B.,  University  of  Illinois. 

Kathryn  Sheets. 

Enrollment  in  high  school 58 

Total  enrollment  in  grades  and  high  school 800 

Number  of  girls  graduated  last  year  (1903) 2 

Number  of  boys  graduated  last  year  (1903) 4 

Number  in  this  class  that  went  to  college 4 

Number  of  graduates  since  school  was  organized 21 

Number  of  these  who  have  attended  college 5 


EDINBURG  HIGH  SCHOOL. 
C.  F.  Patterson,  Superintendent. 

Organized,  1875.     Commissioned,  1880. 

Superintendents,  with  dates  of  service: 

John  Martin   1867-1878 

J.  C.  Eagle 1878-1888 

W.  B.  Owens V 1888-1894 

Chas.  F.  Patterson 1894-1904 


EDUCATION  IN  INDIANA. 


287 


Principals  and  assistants: 

Janie  Deming. 

C.  M.  McDaniel. 

J.  H.  Haywortli. 

Leva  M.  Foster. 
High  school  teachers  and  subjects  they  teach: 

Miss  Leva  M.  Foster,  Mathematics  and  Latin. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$962.50. 
Training  of  teachers: 

C.  F.  Patterson,  Wabash  and  Franklin  Colleges,  Professional  and 
Life  State  Licenses. 

Leva  M.  Foster,  Indiana  University. 

Enrollment  in  high   school 70 

Total  enrollment  in  grades  and  high  school 508 

Number  of  girls  graduated  last  year  (1903) 6 

Number  of  boys  graduated  last  year  (19Q3) 7 

Number  in  this  class  that  went  to  college 5 

Number  of  graduates  since  school  was  organized 300 

Number  of  these  who  have  attended  college 150 


East  Chicago  High  School. 


288  EDUCATION  IN  INDIANA. 

ELKHART  HIGH  SCHOOL. 

D.  W.  Thomas,  Superintendent. 

Organized,   1868.     Commissioned,  1886. 
Superintendents,  with  dates  of  service: 

Valois  Butler 1868-1870 

J.  K.  Waltz 1870-1874 

J.  M.  Strasburg 1874-1875 

M.  A.  Barnett 1876-1879 

A.  P.  Kent 1879-1882 

T.  B.  Swai-tz 1882-1886 

D.    W.    Thomas 1886-1904 

Principals  and  assistants: 

Nellie  Smith. 

Mary .  E.  Gordon. 

Serene  E.  Hoadley. 

Lydia  A.  Dimon. 

Sarah  D.  Harmon. 

Chas.  M.  Van  Cleave. 

Geo.  W.  Barr. 

A.  G.  Hall. 

Leonard  Conant. 

Theodore  Johnson. 

Horace  Phillips. 

Z.  B.  Leonard. 

S.  B.  McCracken. 
High  school  teachei-s  and  subjects  they  teach: 

S.  B.  McCracken,  Physics  and  Chemistry. 

Clara  Van  Nuys,  English  Literature. 

Ella  Wilkinson,  Latin. 

A.  M.  Smith,  Mathematics. 

Ella  Rice,  American  Literature. 

Retta  Speas,  Biology. 

Wm.  O.  Lynch,  History. 

C.  W.  Blanchard,  Commercial  Subjects. 
W.  L.  Gard,  Assistant  in  History. 
Elizabeth  Aitken,  Assistant  in  Mathematics. 

Average  yearly  salary  of  high  school  teachers,  including  superin  tendon  I, 

$868.64. 
Training  of  teachers: 

D.  W.  Thomas,  superintendent,  A.  B.,  A.  M.,  DePauw  University. 
S.  B.  McCracken,  A.B.,  Indiana  State  University. 

Clara  Van  Nuys,  Indiana  State  Normal. 

Wm.  O.  Lynch,  Indiana  State  Normal,  Indiana  State  University. 

0.  W.  Blanchard,  Indiana* ilJentral  College,  Fayette  Normal  Univer- 
sity, Ohio. 

Amandus  M.  Smith,  Bucknell  University,  Pa.;  Pennsylvania  State 
Normal. 

Ella  E.  Rice,  Michigan  University,  one  year. 

M.  Ella  Wilkinson,  New  York  State  Normal. 


EDUCATION  IN  INDIANA.  289 

Retta  E.  Speas,  Indiana  State  Normal. 

Willis  L.  Gard,  Indiana  State  University. 

Elizabeth  Aitlven,  Michigan  State  Normal. 

Enrollment  in  high  school 252 

Total  enrollment  in  grades  and  high  school 2,764 

Number  of  girls  graduated  last  year  (1903) 22 

Number  of  boys  graduated  last  year  (1903) 9 

Number  in  this  class  that  went  to  college 3 

Number  of  graduates  since  school  was  organized 496 

Number  of  these  who  have  attended  college 60 

ELWOOD  HIGH  SCHOOL. 

C.  S.  Meek,  Superintendent. 

Organized,  1889.     Commissioned,  1891. 
Superintendents,  with  dates  of  service: 

T.  F,  Fitzgibbon 1890-1901 

Chas.   S.  Meek 1901-1904 

Principals  and  assistants: 

Chas.  S.   Meek 1892-1894 

John  Freeman   1894-1898 

L.   D.   Owens 1898-1901 

J.   G.   Collicutt 1901-1903 

V.  W.  Owen 1903-1904 

High  school  teachers  and  subjects  they  teach: 

Everett  Owens,  Mathematics. 

Chas.  Haseman,  Mathematics. 

Otto  Sperlin,  English. 

Edward  McDonald,  English. 

Ida  Webb,  History. 

(4eo.  D.  Shafer,  Science. 

E'dna  Chaffee,  German. 

Lucy  Poucher,  Latin. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$786. 
TraJning  of  teachers: 

Chas.  S.  Meek,  A.B.,  University  of  Indiana. 

Everett  Owens,  A.B.,  University  of  Indiana. 

Chas.  Haseman,  A.B.,  University  of  Indiana. 

Otto  Sperlin,  A.B.,  University  of  Indiana. 

Geo,  D.  Shafer,  A.B.,  University  of  Indiana. 

Ethel  Chaffee,  A.B.,  DePauw  University. 

Lucy  Poucher,  AB.,  DePauAV  Universty. 

Ida  Webb,  Indiana  State  Normal. 

Enrollment  in  high  school 245 

Total  enrollment  in  grades  and  high  scliool 2,670 

Number  of  girls  graduated  last  year  (1903) 10 

Number  of  boys  graduated  last  year  (1903) 13 

Number  of  each  in  this  class  that  went  to  college,  boys,  4;  girls 5 

Number  of  graduates  since  school  was  organized 176 

Number  of  these  who  have  attended  college 40 

19— Education. 


290  EDUCATION  IN  INDIANA. 


FAIRMOUNT  HIGH  SCHOOL. 

C.  H.  Copeland,  Superiuteiideiit. 

Organized,  1896.    Commissioned,  1899. 
Superintendents,  with  dates  of  service: 

R.  W.  Himeliclv.. 1890-1897 

C.  H.  Copeland 1807-1904 

Principals  and  assistants: 

M.  E.  Monaban. 

W.  L.  Jay. 

M.  N.  Hadley. 

J.  C.  Castleman. 

H.  C.  Brandon. 
High  school  teachers  and  subjects  they  teach: 

H.  C.  Brandon,  Physics  and  Geometry. 

K  C.  Robey,  English  and  Algebra. 

R.  D.  Smith,  English  and  History. 

Josephine  Abel,  Latin  and  German. 

C.  H.  Copeland,  Botany. 

Lenora  Denton,  Music. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$560. 
Training  of  teachers: 

C.  H.  Copeland,  A.M.,  Indiana  University,  Superintendent. 

H.  C.  Brandon,  A.B.,  Indiana  University,  Principal. 

R.  D.  Smith,  Indiana  State  Normal  graduate. 

Josephine  Abel,  A.B.,  Indiana  University. 

L.  C.  Robey,  A.B.,  Wabash  College. 

Lenora  Denton,  Thomas  Normal  Training  School,  Detroit,  Mich. 

Enrollment  in  high  school 110 

Total  enrollment  in  grades  and  high  school 850 

Number  of  girls  graduated  last  year  (1903) 7 

Number  of  boys  graduated  last  year  (1903) 2 

Number  in  this  class  that  went  to  college— girl 1 

Number  of  graduates  since  school  was  organized 38 

Number  of  these  who  have  attended  college 5 


EDUCATION  IN  INDIANA. 


291 


292  EDUCATION  IN  INDIANA. 


FLORA  HIGH  SCHOOL. 

J.  S.  Slabaiigli,  Siiperiiitendent. 

Organized,  1892.     Commissioned,  1902. 
Superintendents,  witli  dates  of  service: 

I.  F.  Myer 1892-1894 

E.  N.  Canine 1894-1897 

Geo.  B.  Asbury 1897-1908 

Jancy  S.  Slabaugli 1903-1904 

Principals  and  assistants: 

O.  B.  Bottorff,  principal. 

E.  J.  Todd,  assistant. 
High  school  teachei's  and  subjects  they  teach: 

.1.  S.  Slabaugh,  History  and  Latin. 

O.  B.  Botorff,  English  and  Latin. 

E.  J.  Todd,  Mathematics  and  Science. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$560. 
Training  of  teachers: 

J.  S.  Slabaugh,  graduate  of  Indiana  State  Normal,  senior  in  Indiana 
University. 

O.  B.  Bottorff,  A.  B.,  from  Indiana  University. 

E.  J.  Todd,  undergraduate  of  Indiana  University,  three  years. 

Enrollment  in  high  school fi6 

Total  enrollment  in  grades  and  high  school 380 

Number  of  girls  graduated  last  year  (1903) 4 

Number  of  boys  gi-aduated  last  year  (19^3) 6 

Number  in  this  class  that  went  to  college None 

Number  of  graduates  since  school  was  organized 58 

Number  of  these  who  have  attended   college 12 


EDUCATION  IN  INDIANA.  293 


FORTVILLE  HIGH  SCHOOL. 

W.  A.  Myers,  Superiiiteiideut. 

Organized,  181MJ.     Commissioned,  189(j. 
Superintendents,  witli  dates  of  service: 

J.   W.  Jay 1895-1900 

William  A.  Myers , 1900-1904 

Principals  and  assistants: 

J.  M.  Pogiie,  W.  A.  Myers,  W.  A.  Bowman,  H.  W.  Wolfe,  James 
A.  Moody,  O.  L.  Morrow. 
Higli  school  teachers  and  subjects  they  teach: 

W.  A.  Myers,  Algebra,  Botany.  Cicero,  American  Literature,  Amer- 
ican History,  Civics. 
O.  L.  Morrow,  Geometry,  Physics,  beginning  Latin,  Caesar,  English 

Literature,  Physical  Geography,  Ancient  History. 
C.  H.  Griffey,  Algebra,  Literature,  Composition. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$576. 
Training  of  teachers: 

W.  A.  Myers,  superintendent,  A.  B.,  1896;  A.  M.,  1899,  Indiana  Uni- 
versity. 
O.  L.  Morrow,  principal,  graduate  Indiana  State  Normal  School. 
C.  H.  Griffey,  undergraduate  Butler  College,  two  terms. 

Enrollment  in  high  school  (190.S-04) 62 

Total  enrollment  in   grades  and  high  school 317 

Number  of  girls  graduated  last  year  (1903) 7 

Number  of  boys  graduated  last  year  (1903) 2 

Number  of  each  in  this  class  that  Avent  to  eollege— 

Girls    , .: , , 1 

Boys    1 

Number  of  graduates  since  school  was  commissioned 85 

Number  of  these  who  have  attend:ed  college.  ....  . ............ .  . ....      15 


294  EDUCATION  IN  INDIANA. 


FOUNTAIN  CITY  HIGH  SCHOOL. 
B.  W.  Kelly,  Superintendent. 

Organized,  1872.    Commissioned,  1902. 

Superintendents,  with  dates  of  service: 

David  P.  White 1872-1873 

John  Mather. 
Mary  E.  Han-is. 
Lucius  Fall. 
Abbott  Mott. 

Mr.  Woolford 1885-1886 

R.   E.   Kirkman 1886-1888 

Dan  Barrett 1889-1890 

J.  M.  Meek 1891-1895 

A.  L.  Ellabarger 1896-1898 

C.  A.  Thornburg 1899-1903 

Principals  and  assistants: 

B.  W.  Kelly,  superintendent. 
Carrie  B.  Gritfis,  principal. 

High  school  teachers  and  subjects  they  teach: 

B.  W,  Kelly,  English,  History,  Physics. 

Carrie  B.  Griffis,  Latin,  Algebra,  Geometry. 
AA^erage  yearly  salary  of  high  school  teachers,  including  superintendent, 

$600. 
Training  of  teachers: 

B.  W.  Kelly,  superintendent,  B.  S.,  Earlham  College. 

Carrie  B,   Griffis,  principal,  undergraduate  Indiana  University,   one 
year. 

Enrollment  in  high  school 25 

Total  enrollment  in  grades  and  high  school 225 

Number  of  girls  graduated  last  year  (1903) 1 

Number  of  boys  graduated  last  year  (1903) 1 

Number  in  this  class  that  went  to  college None 

Number  of  graduates  since  school  was  commissioned No  data 

Number  of  these  who  have  attended  college No  data 


EDUCATION  IN  INDIANA, 


295 


:^:3^j?*^  N^w-'fe^sLi-ar 


296  EDUCATION  IN  INDIANA. 


FOWLER  HIGH  SCHOOL. 

Lewis  Hoover,  Superintendent. 

Organized,  1886.     Commissioned,  1895. 

Superintendents,  witli  dates  of  service: 

Lewis  Hoover 1900-1904 

Louis  Lambert .  1899-1900 

T.  F.  Berry 1897-1899 

Burton  Berry .1894-1897 

P.  V.  Voris 1892-1894 

W.  J.  Bowen 1890-1892 

Samuel  Lilly 1888-1890 

Mr.  Brunton , 1887-1888 

Mr.   Buckley 1886-1887 

W.  J.   Bowen , 1885-1886 

Principals: 

J.  H.  Stanley 1903-1904 

Edward  Gardner ...  1902-1908 

J.   G.  Perrin 1901-1902 

J.  A.  Linebarger 1899-1901 

Cora  Snyder  1895-1899 

High  school  teachers  and  subjects  they  teach: 
J.  H.  Stanley,  Latin  and  Mathematics. 
Rose  E.  Hay,  History  and  English. 

Average  yearly  salary  of  high  school  teachers,  including  superintendent, 
$738.33. 

Training  of  teachers: 

Lewis  Hoover,   superintendent,   graduate  high   school,    Hagerstown, 
Ind.;  graduate  Indiana  State  Normal;  doing  senior  work  in  Earl- 
ham  College. 
J.  H.  Stanley,  graduate  Indiana  State  Normal;  doing  senior  work  in 

State  University;  Chicago  University,  summer.  1900. 
Rose  E.  Hay,  graduate  high  school,  Vermillion.  111.;  Westfield  Col- 
lege, Illinois,  two  years;  Indiana  State  Normal,  two  years. 

Enrollment  in   high  school 70 

Total  enrollment  in  gi*ades  and  high  school 372 

Number  of  girls  graduated  last  year  (1903) 12 

Number  of  boys  graduated  last  year  (1903) 5 

Number  of  each  in  this  class  that  went  to  college- 
Girls    1 

Boys    3 

Number  of  graduates  since  scheol  was  organized 137 

Number  of  these  who  have  attended  college 49 


EDUCATION  IN  INDIANA. 


297 


298  EDUCATION  IN  INDIANA. 


FRANKFORT  HIGH   SCHOOL. 

•  Edwin  S.  Monroe,  Superintendent. 

Organized,  1875.     Commissioned,  . 

Superintendents,  with  dates  of  service: 

E.  H.  Slatey 18G0-1872 

J.    P.    Rous 1872-1874 

J.   E.   Moxton 1874-1876 

Richard    G.    Roone 1876-188G 

E.  E.  Griffith 1880-1890 

B.  F.  Moore 1890-1899 

H.  L.  Frank 1899-1901 

George  L.  Roberts 1901-1903 

Edwin  S.  Monroe 1903-1904 

Principals  and  assistants: 

J.  S.  Ludlam,  J.  F.  Millpaugh,  A.  M.  Huycke,  J.  F.  Warfel,  C.  E. 
Newlin,  I).  K.  Goss,  J.  A.  Wood,  J.  A.  Hill,  J.  J.  Mitchell. 
High  school  teachers  and  subjects  thej^  teach: 

J.  J.  Mitchell,  Mathematics. 

F.  W.  Smith,  Science. 
O.  A.  Rawlins,  Science. 

William  Robison,  Mathematics  and  English. 

Christiana  Thompson,  English. 

Anna  M.  Claybaugh,  Latin. 

Alice  Hadley,  History. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$909.37. 
Training  of  teachers: 

J.  J.  Mitchell,  A.  B.,  Indiana  University. 

F.  W.  Smith,  graduate  Indiana  State  Normal. 

O.  A.  Rawlins,  A.  B.,  Indiana  University. 

William  Robison,  A.  B.,  Indiana  University. 

Christiana  Thompson,  A.  B.,  Otterbein  University. 

Anna  M.  Claybaugh,  gi-aduate  Indiana  State  Normal. 

Alice  Hadley,  graduate  Indiana  State  Normal. 

Edwin  S.  Monroe,  superintendent,  A.  M.,  Hanover  College. 

Enrollment   in   high  school .• 222 

Total  enrollment  in  grades  and  high  school 1,615 

Number  of  girls  graduated  last  3'ear(1903) 13 

Number  of  boys  graduated  last  year  (1903) 14 

Number  of  each  in  this  class  that  went  to  college- 
Boys    3 

Girls    %- 3 

Number  of  graduates  since  school  was  organized 465 

Number  of  these  who  have  attended  college 10<3 


EDUCATION  IN  INDIANA. 


299 


Frankfort  High  School. 


800  J^DUCATTON  TN  INDIANA. 

FRANKLIN  HIGH  SCHOOL. 

H.  B.  Wilson,  Superinteiulent. 

Organized,  1871.     Commissioned,  -, 

Superintendents,  witti  dates  of  service: 

F.  M.  Fergason 1866-1871 

H.  H.  Boyce 1871-1873 

E.  B.  Thompson 1874-1875 

Mr.  Hunter 1874-187.J 

Mr.    Martin 1875-1881 

Mr.   Kemp 1881-1882 

Arnold  Thompkins   1882-1885 

Mr.  Kirsch 1885-1886 

W.  J.  Williams 1887-1898 

Will   Featheringill 1893-1898 

N.   C.  Johnson 1898-1900 

Horace  Ellis  1900-1902 

H.  B.  Wilson 1902-1904 

Principals  and  assistants: 

Mrs.  Boyce,  Mrs.  Thompson,  Miss  Neily,  Mrs.  Martin,  Mrs.  White, 
Mary  Adams,  Mr.  Barnett,  E.  L.  Stephenson,  Mr.  Martin,  Kitty 
Palmer,  Alva  O.  Neal,  C.  R.  Parker,  Geo.  B.  Asbury. 
High  school  teachers  and  subjects  they  teach: 
Geo.  B.  Asbury,  principal,  Latin. 
Herriott  Palmer,  History. 
Clara  Hannaman,  English. 
Nettie  Craft,  Science. 
N.  C.  Grimes,  Mathematics  and  German. 
Margaret  Pritchard,  Latin  and  English. 
Ethelwyn  Miller,  Latin  and  Mathematics. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$768. 
Training  of  teachers: 

H.  B.  Wilson,  superintendent,  Indiana  State  Normal,  graduate:  In- 
diana University,  two  years. 
George  R.  Asbury,  graduate  Indiana  State  Normal;  undergraduate 

Indiana  University. 
Herriott  C.  Palmer,  Franklin  College,  B.  S.,  Ph.  M.,  summer  school. 
Clara  Hannaman,  Franklin  College,  three  years. 
Nettie  C.  Craft,  Franklin  College,  B.  S.,  summer  school. 
N.  C.  Grimes,  Michigan  State  University,  three  years. 
Margaret  Pritchard,  Franklin  College,  A.  B. 
Ethelwyn  Miller,  Franklin  College;  Boston  University,  one  year. 

Enrollment  in  high  school 215 

Total  enrollment  in  grades  and  high  school 863 

Number  of  girls  graduated  last  year  (1903) 9 

Number  of  boys  graduated  last  year  (1903) 2 

Number  in  this  class  that  went  to  college 5 

Number  of  graduates  since  school  was  organized 299 

Number  of  these  who  have  attended  college 175 


EDUCATION  IN  INDIANA. 


301 


FRANKTON  HIGH  SCHOOL. 
J.  B.  Fagaii,  Superintendent, 

Organized,  1897.    Coniniissioned,  April  12,  1899;   May  28.  1902.  and  Novem- 
ber 5,  1JJ03. 

Superintendents,  witli  dates  of  service: 

J.   B.   Fagan 1897-1904 

Principals  and  assistants: 

C.   E.  Greene,   principal 1897-1900 

L.  Blanche  Merry,  principal 1900-1904 

L.  Blanche  Merry,  assistant 1898-1900 

J.   H.    Stanley,    assistant 1900-1901 

Grace  Triplett,   assistant 1901-1902 

Malissa  B.   Furr,   assistant 1902-1904 


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FRANKTON  High  School. 


High  school  teachers  and  subjects  they  teach: 

L.  Blanche  Merry,  English  and  History. 

Malissa  B.  Furr,  Latin  and  Science,  Physics,  Chemistry. 

J.  B.  Fagan,  Mathematics. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

}?72!;.(:{;%. 


302  EDUCATION  IN  INDIANA, 

Training  of  teachers: 

Malissa  B.  Furr,  A.  B.,  Eminence  College,  Kentucky;  graduate  In- 
diana State  Normal, 

Blanche  Merry,  graduate  Indiana  State  Normal;  student  Michigan 
State  University. 

J.  B.  Fagan,  graduate  Indiana  State  Normal. 

Enrollment  in  high  school 30 

Total  enrollment  in  grades  and  high  school 250 

Number  of  girls  graduated  last  year  (1903) 1 

Number  of  boys  graduated  last  year  (1903) 1 

Number  in  this  class  that  went  to  college 0 

Number  of  graduates  since  school  was  organized 14 

Number  of  these  who  have  attended  college 7 

GALVESTON  HIGH  SCHOOL. 

Elmer  E.  Tyler,  Superintendent. 

Organized,  1895.     Commissioned,  1903. 
Superintendents,  with  dates  of  service: 

Elmer  E.  Tyner 1903-1904 

Principals  and  assistants: 

J.  W.  Laird,  R.  C.  Hillis,  H.  M.  Stout,  and  Miss  Ida  Galbreath,  as- 
sistant; Elmer  E.  Tyner,  and  H.  R.  Bean,  assistant. 
High  school  teachers  and  subjects  they  teach: 

Elmer  E.  Tyner,  Latin  and  Science. 

H.  R.  Bean,  Mathematics,  English  and  History. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$600. 
Training  of  teachers: 

Elmer  E.  Tyner,  M.  S.,  B^ranklin  College,  Indiana. 

H.  R.  Bean,  A.  B.,  Toronto  University,  Canada. 

Enrollment  in  high   school 50 

Total  enrollment  in  grades  and  high  school 177 

Number  of  girls  graduated  last  year  (1903) 5 

Number  of  boys  graduated  last  year  (1903) 3 

Number  of  each  in  this  class  that  went  to  college- 
Girls    2 

Boys   1 

Number  of  graduates  since  school  was  organized 19 

Number  of  these  who  have  attended  college 7 


EDUCATION  IN  INDIANA. 


303 


Galveston  High  School, 


304  EDUCATION  IN  INDIANA. 


GARRETT  HIGH  SCHOOL. 

Ezra  E.  Lollar,  Superintendent. 

Organized,  1889.     Commissioned,  1895. 
Superintendents,  with  dates  of  service: 

Thos.    S.    Merica 1886-1890 

Francis  M.  Merica 1890-1896 

George  M.  Holie 1896-1899 

Ezra  E.  Lollar 1899-1904 

Principals  and  assistants: 

Principals— F.  M.  Merica,  Ella  Vivian.  Geo.  M.  Hoke,  G.  P.  Thielen, 
Ezra  E.  Lollar,  C.  E.  White,  J.  W.  Ooleberd,  Estella  Wolf. 

Assistants— Maude  Braderick,  J.   W.   Coleberd,    Delano  Brinkerhoff. 
W.  A.  Hogue,  J.  B.  Tarney,  Verna  Darby. 
High  school  teachers  and  subjects  they  teach: 

Estella' Wolf,  Latin,  English. 

Verna  Darby,  Mathematics,  Science. 

Ezra  E.  Lollar,  History. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent. 

$670.00. 
Training  of  teachers: 

Ezra  E.  Lollar  A.  B.,  Otterbein. 

Estella  Wolf,  A.  B.,  Heidelberg. 

Verna  Darby,  A.  B.,  Indiana  University. 

Enrollment  in  high   school 64 

Total  enrollment  in  grades  and  high  school 664 

Number  of  girls  graduated  last  year  (1903) 5 

Number  of  boys  graduated  last  year  (1903) 5 

Number  in  this  class  that  went  to  college— Boys 3 

Number  of  graduates  since  school  was  organized 104 

Number  of  these  who  have  attended  college 26 


EDUCATION  IN  INDIANA. 


305 


Garrett  High  School, 


20— Education. 


306  EDUCATION  IN  INDIANA. 


GAS  CITY  HIGH   SCHOOL. 

J.  H.  Jeffrey,  Sui3erinteudeiit. 

Organized,  1894.     Commissioned,  1897. 
Superintendents,  with  dates  of  service: 

W.  O.  Warriclv 1894-1899 

A.  H.   Sherer 1899-1901 

J.  H.  Jeffrey 1901-1904 

Principals  and  assistants: 

B.  L.   McVicar,   Mrs.    W.    O.    AVarrick,    Mrs.   A.   H.    Slierer,   W.    E. 
Schoouover,  E.  N.  Canine. 

High  school  teachers  and  subjects  they  teach: 

J.  H.  Jetrrey,  superintendent,  Algebra. 

E.  N.  Canine,  principal,  History  and  Physics. 

Frances  N.  Curry,  Latin  and  German. 

Elizabeth  L.  Meigs,  English. 

Josephine  BroAvn,  Science  and  Mathematics. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$667. 
Training  of  teachers: 

J.  H.  Jeffrey,  superintendent,  A.  B.,  Indiana  University. 

E.  N.  Canine,  principal,  A.  B.,  Indiana  University. 

Miss  Frances  N.  Curry,  A.  B.,  Wiooster,  O. 

Miss  Elizabeth  L.  Meigs,  B.  S.  Purdue. 

Miss  Josephine  BroAvn,  B.  S.,  Iowa  College. 

Enrollment  in   high   school 40 

Total  enrollment  in  grades  and  high  school 796 

Number  of  girls  graduated  last  year  (1903) 1 

Number  of  boys  graduated  last  year  (1903) 2 

Number  in  this  class  that  went  to  college— Boys 2 

Number  of  graduates  since  school  was  organized 14 

Number  of  these  who  have  attended  college 5 


EDUCATION  IN  INDIANA,  SOY 


k 

+ 

mJI^^^I 

riL 

l^l 

1 

1 

Gas  City  High  School. 


808  EDUCATION  IN  INDIANA. 


GOODLAND  HIGH  SCHOOL. 

M.  A.  Hester,  Superiiitendeiit. 

Organized,  1889.     Cominissioiifcd,  1894. 
Superintendents,  with  dates  of  service: 

J.  C.  Diclverson 1893-1903 

M.  A.  Hester 1903-1904 

Principals  and  assistants: 

Mr.  Humbard,  Mr.  Joe  B.  Fagan,  Mr.  Fred  Weimar,  Mr.  Garrison, 
Mr.  Deest,  Mr.  H.  A.  Henderson:  Miss  Maud  Ellis,  Miss  Edna 
Watson,  May  Huston. 
High  school  teachers  and  subjects  they  teach: 

M.  A,  Hester,  superintendent,  Geometry,  History,  English,  Latin. 

H.  A.  Henderson,  Bookkeeping,  History,  Physics,  Latin,  Chemistry, 
Geometry. 

May  Huston,  English,  Algebra. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$698,331/3. 
Training  of  teachers: 

May  Huston,  Franklin  (Ind.)  Baptist  College,  four  years. 

H.  A.  Henderson,  Battle  Creek,  Mich.,  six  years. 

M.  A.  Hester,  DePauw,  Ind.;  Brookville,  Ind.;  Moores  Hill  College. 

Enrollment  in  high  school 60 

Total  enrollment  in  grades  and  high  school 350 

Number  of  girls  graduated  last  year  (1903) 3 

Number  of  boys  graduated  last  year  (1903) None 

Number  of  each  in  this  class  that  went  to  college None 

Number  of  graduates  since  the  school  w\ns  organized Not  known 

Number  of  these  who  have  attended  college 6  or  8 


EDltCATtON  IN  INDIANA 


309 


GooDLAND  High  School. 


310  EDUCATION  IN  INDIANA. 

GOSHEN  HIGH  SCHOOL. 

Victor  W.  B.  Hedgepeth,  Superintendent. 

Organized,  1871.    Commissioned, . 

Superintendents,  witli  dates  of  service: 

D.  D.  Lulve July  1,  1871 

Ambrose  Blunt July  1,  1877 

W.  H.  Sims July  1,  1884 

J.  F.  Rieman July  1,  1899 

V.  W.  B.  Hedgepeth July  1,  1901 

Principals  and  assistants:  ^ 

Miss  E.  R.  Chandler,  principal;  Miss  M.  Lawrence,  Miss  Hills,  assist- 
ant principals;  Miss  L.  E.  Michael,  principal;  D.  J.  Tyner,  R,  A. 
Randall,  G.  Wuthrich,  assistant  principal. 
High  school  teachers  and  subjects  they  teach: 

Lillian  E.  Michael,  A.  M.,  Latin. 

Guy  S.  Wuthrich,  Biology. 

Emma  L.  Butler,  A.  B.,  English. 

Elizabeth  Dugdale,   History. 

Edwin  Jacobs,  Ph.  B.,  Science. 

J.  W.  Bremer,  German. 

A.  J.  Gerber,  Ph.  B.,  Mathematics. 

Mary  Biggs,  Commercial  Department. 

Grace  Galentine,  Assistant  English  and  Mathematics. 

Effle  C.  Hessin,  Music. 

Victor  Hedgepeth,  A.  M.,  Senior  Mathematics. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$973. 
Training  of  teachers: 

Lillian  E.  Michael,  A.  M.,  Ohio  University. 

Guy  S.  Wuthrich,  Indiana  University,  2^/^  years,  one  year  Valparaiso. 

Emma  L.  Butler,  A.  B.,  Chicago  University. 

Elizabeth  Dugdale,  Michigan  University,  two  years;  two-thirds  year 
Indiana  Normal. 

Edwin  Jacobs,  Ph.  B.,  Wooster  University. 

J.  W.  Bremer,  graduate  Royal  Seminary,  Cologne. 

A.  J.  Gerber,  Ph.  B.,  Wooster  University. 

Mary  Biggs,  Commerical  Department,  Elmira  one  year,  five  months 
Chicago  University. 

Grace  Galentine,  six  weeks  Butler  summer  school. 

Effie  C.  Hessin,  Boston  and  Chicago.  • 

Victor  Hedgepeth,  A.  M.,  Bethany,  Wabash. 

Enrollment  in  high  school 323 

Total  enrollment  in  grades  and  high  school 1,G09 

Number  of  girls  graduated  last  y^ear  (1903) 26 

Number  of  boys  graduated  last  ye'ar  (1903) 11 

Number  of  each  in  this  class  that  went  to  college — 

Girls    3 

Boys    5 

Number  of  graduates  since  school  was  organized 351 

Number  of  these  who  have  attended  college 108 


EDUCATION  IN  INDIANA. 


311 


312  E  DUCAT  to  N  TN  INDIANA. 


GOSPORT  HIGH  SCHOOL. 
E.  L.  Thompson,  Superintendent. 

Organized,  1870.    Commissioned,  1892. 

Superintendents,  with  dates  of  service: 

W.  W.  Parsons 1870-1872 

Bruce  CaiT   1872-1876 

Samuel  Lilly 1876-1886 

J.  N.  Spangler 1886-1887 

Mr.  Hubbard 1887-1890 

Ira  P.   Baldwin 1890-1895 

W.  O.  Hiatt 1895-1898 

Mr.  Newlin   1898-1900 

Mr.  Ragsdale   1900-1901 

D.  M.  McCarver 1901-1902 

E.  L.  Thompson 1902-1904 

Principals  and  assistants: 

Miss  Grimsley    1888-1891 

Miss  Rose  Newcomb 1891-1893 

Miss  Sallie  V.  Brown 1893-1894 

Miss  Stephenson   1894-1897 

Miss  Edith  Morton 1897-1898 

Jacob  Kinney 1897-1904 

High  school  teachers  and  subjects  they  teach: 

E.  L.  Thompson,  History,  Latin,  English.  Chemistry.  German. 
Ira  P.  Baldwin,  Mathematics,  Latin,  Physics,  English. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 
$500. 

Enrollment  in  high  school 48 

Total  enrollment  in  grades  and  high  school 208 

Number  of  girls  graduated  last  year  (1903) 11 

Number  of  boys  graduated  last  year  (1903) 7 

Number  in  this  class  that  went  to  college 6 

Number  of  graduates  since  school  was  organized 270 

Number  of  these  who  have  attended  college Not  known 


EDUCATION  IN  INDIANA.  313 


GREENCASTLE  HIGH  SCHOOL. 

H,  G.  Woody,   Siiperinteiideiit, 

Organized,  .    Commissioned,  . 

Superintendents,  witli  dates  of  service: 

Reuben  Ragan  1861-1866 

D.  D.   Waterman 1866-1867—1868-1880 

Gillum  Ridpatli 1867-1868 

E.  P.  Cole 1870-1872 

George  W.   Lee 1872-1881 

J.  N.  Study 1881-1884 

J.   M.   Olcott 1884-1886 

James  Baldwin    1886-1887 

Robert  A.  Ogg 1887-1898 

H.  G.  Woody .1898-11)04 

Principals: 

Miss  Martha  J.  Ridpatli 1882-1904 

High  school  teachers  and  sub'ects  they  teach: 

Martha  J.  Ridpath,  Latin. 

Florence  Wood,  English. 

Jessie  E.  Moore,  Mathematics  and  Latin. 

Mary  E.  Hickman,  Biology. 

Lillian  E.  Southard,  History. 

Elizabeth  Towne,  Mathematics. 

Grace  W.  Birch,  German. 

W.  M.  McGaughey,  Physics. 

Kate  S.  Hammond,  Music. 
Training  of  teachers: 

In  high  school,  university  graduates.  100%. 

In  high  school,  with  M.A.  degi-ee,  50%. 

In  grades,  university  graduates,  50%. 

Entire  corps,  university  graduates,  m%. 

Entire  corps  with  some  college  training.  69%. 

Entire  corps,  with  some  college  or  normal  training,  100%. 

Entire  corps,  with  normal  training,  62%. 

Enrollment  in   high  school 207 

Total  enrollment  in  grades  and  high  school 778 

Number  of  girls  graduated  last  year  (1903) 18 

Number  of  boys  graduated  last  year  (1903) 9 

Number  in  this  class  that  went  to  college 13 

Number  of  graduates  since  school  was  organized 483 

Number  of  these  who  have  attended  college 222 


314  EDUCATION  IN  INDIANA. 


GREENFIELD   HIGH   SCHOOL. 
W.  C.  Goble,  Superintendent. 

Organized,  1875.    Commissioned,  1879. 

Superintendents,  witli  dates  of  service: 

W.   H.    Sims 1877-1881 

John    W.    Stout 1881-1883 

J.  M.  Strasburg 1883-1884 

J.  V.  Martin 1884-1889 

W.    H.    Glaseociv 1889-1891 

Geo.    S.    Wilson 1891-1898 

Alplieus  J.  Reynolds 1898-1901 

John  H.  Whiteley 1901-1901 

Andrew  E.  Martin 1901-1903 

W.  C.  Goble 1903-1904 

Principals  and  assistants: 

Miss  Mary  E.   Sparks 1878-1886 

J.  J.   Pettit 1877-1878 

Geo.    S.   Wilson 1886-1891 

Titus  E.  Kinsie 1891-1900 

Ehvood  Morris  1900-1901 

John  Whiteley  1901-1903 

John  H.  Johnston 1903-1904 

High  school  teachers  and  subjects  they  teach: 
■  John  H.  Johnston,  English. 
Frances  L.  Petit,  Latin. 
W.  C.  Goble,  History. 
Frank  Larrabee,  Mathematics, 
Hugh  E.  Johnson,  Science. 
Delia  M.  James,  Music. 

Average  yearly  salary  of  high  school  teachers,  including  superintendent, 
.  $713. 

Training  of  teachers: 

W.  C.  Goble,  superintendent,  Indiana  State  Normal. 
John  H.  Johnston,  principal,  A.P).,  State  University. 
Frank  Larrabee,  B.S.,  Central  Normal  College. 
Francis  L.  Petit,  A.B.,  Michigan  State  University. 
Hugh  E.  Johnson. 
Delia  M.  James. 

Enrollment  in  high  school 168 

Total  enrollment  in  grades  and  'high  school 960 


EDUCATION  IN  INDIANA. 


315 


Greenfield  High  School. 


316  EDUCATION  IN  INDIANA. 


GRE'ENSBURG  HIGH  SCHOOL. 

Elmer  C.  Jeriiian,  Siiperinteudent. 

Organized,  1869. 

Superiutendents,  with  dates  of  service: 

C.  W.   Harvey 1869-1883 

W.  P.  Shannon 1883-1897 

G.  L.  Roberts 1897-1901 

D.  M.   Geeting 1901-1903 

Elmer  C.  Jerman 1903-1904 

Principals: 

Alfred  Kummer. 

W.  P.  Shannon. 

C.  L.  Hottell. 

Geo.  L.  Roberts. 

Thos.  Jj.  Harris. 

Edgar  Mendenhall. 

J.  W.  Rhodes. 
High  school  teachers  and  subjects  they  teach: 

J.  W.  Rhodes,  principal,  Mathematics. 

Eustace  Foley,  Science. 

Kate  F.  Andrews,  English. 

Cora  K.  Ragsdale,  Latin  and  History. 

Claribel  Winchester,  Music. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$726.66%. 
Training  of  teachers: 

John  W.  Rhodes,  undergraduate  Indiana  University. 

Eustace  Foley,  B.S.,  Indiana  University. 

Kate  F.  Andrews,  B.A.,  Wellesley  College. 

Cora  Kemp  Ragsdale,  Ph.B.,  Franlvlin  College. 

Elmer  C.  Jerman,  A.M..  Franklin  College. 

Claribel  Winchester,  undergraduate  student  in  New  England  Con- 
servatory of  Music,  Boston;  Cincinnati  Conservatory  of  ^Nlusic: 
Potsdam  State  Normal,  Potsdam,  N.  Y. 

ElQrollment  in  high  school Ill 

Total  enrollment  in  grades  and  high  school 955 

Number  of  girls  graduated  last  year  (1903) 10 

Number  of  boys  graduated  last  year  (1903) 12 

Number  in  this  class  that  went  to  college 6 

Number  of  graduates  since  school  was  organizeil 421 

Num.ber  of  these  who  have  attended  college. ..........................  ^     8.^ 


EDUCATION  IN  INDIANA. 


317 


GuKENSBUK(j  High  School. 


318  EDUCATION  IN  INDIANA. 


GREENTOWN  HIGH  SCHOOL. 

H.  E.  Shepliard,  Superintendent. 

Organized,  1879.     Commissioned,  1901-02. 
Superintendents,  witli  dates  of  service: 

Moses  Heinmiller    1893-1895 

Lee  Clialfant   1895-1897 

J.    D.   Wliite 1897-1900 

H.  B.  Diclvey 1900-1903 

H.  E.  Shephard 1903-1904 

Principals  and  assistants: 

Penelope  V.  Kern,  principal;  EfRe  Kinnison,  assistant. 
High  school  teachers  and  subjects  they  teach: 
H.  E.  Shephard,  Mathematics  and  Science. 
Penelope  V.  Kern,  English,  Latin  and  German. 
EfRe  Kinnison,  English,  Latin  and  History. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$520. 
Training  of  teachers: 

H.  E.  Shephard,  graduate  Indiana  State  Normal;  one  year  at  Indiana 

University. 
Penelope  V.  Kern,  A.B.,  Butler  College;  Ph.B.,  University  of  Chicago. 
Etfle  Kinnison,  Ph.B.,  from  NorthAvestern  University. 

Enrollment  in  high    school 42 

Total  enrollment  in  grades  and  high  school 335 

Number  of  girls  graduated  last  year  (1903) 4 

Number  of  boys  graduated  last  year  (1903) 1 

Number  in  this  class  that  went  to  college 1 

Number  of  graduates  since  school  was  organized 13 

Number  of  these  who  have  attended  college 4 


EDUCATION  IN  INDIANA. 


319 


Greentown  High  School. 


320  EDUCATION  IN  INDIANA. 

HAGERSTOWN  HIGH  SCHOOL. 

O.  L.  Voris,   Superintendent. 

Organized,  1879.     Commissioned,  1886. 
Superintendents,  with  dates  of  service: 

.    Lee   Ault 1879-1888 

R.    Nelson    188H-1884 

B.  F.  Wissler 1884-1887 

P.  V.   Voris 1887-1892 

B.  F.  Wissler 1892-1893 

,       Lee   Ault 1893-1900 

O.   L.    Voris 19(M)-1904 

Principal: 

W.  J.  Bowden. 
High  school  teachers  and  sul>>cts  they  teach: 

W.  J.  Bowden,  Latin,  Literature,  (Geometry.  Algebra.  Civil  Govern- 
ment, Physical  Geograpliy  and  Psychology. 
O.    L.    Voris,    Latin,    Literature,    Rhetoric,    Geometry.    Physics    and 
Botany. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent. 


Training  of  teachers: 

W.  J.  Bowman,  graduate  Indiana  State  Normal  School. 

O.  L.  Voris,  graduate  Indiana  State  Normal  School. 

Enrollment  in  high  school (>0 

Total  enrollment  in  grades  and  high  school 239 

Number  of  girls  graduated  last  year  (1903) .  7 

Number  of  boys  graduated  last  year  (1903) '> 

Number  in  this  class  that  Avent  to  college 1 

Number  of  graduates  since  school  was  organiztnl 140 

Number  of  these  who  have  attended  college 21 

HARTFORD  CITY  HIGH  SCHOOL. 

C.  H.  Drybread,  Superintendent. 

Organized,  1880.     Commissioned,  1897. 
Principals  and  assistants: 

W.  P.  Modlin,  principal  High  School. 

May  C.  Reyuolds.  supervisor  of  Music  and  Drawing. 
High  school  teachers  and  sub'ccts  they  teach: 

W.  P.  Modlin,  English. 

Jennie  E.  Hoover,  Latin, 

Wm.   Reed,   Mathematics. 

Maris  Proffitt,  History  and  Civics. 

James  Simonton,  Science.   ^ 
Average  yearly  salary  of  high  school  teachers,  including  superintendent. 


EDUCATION  IN  INDIANA. 


321 


Training  of  teachers: 

W.  P.  Modlin,  graduate  of  State  Normal;  undergraduate  State  Uni- 
versity, one  year. 

Wm.  Reed,  undergraduate  Hillsdale,  three  years. 

Jennie  E.  Hoover,  undergraduate  Chicago  University,  one  year. 

Maris  Proffitt,  undergraduate  Franklin  College,  three  years. 

James  Simonton,  graduate  Indiana  University. 

Enrollment  in  high  school 70 

Total  enrollment  in  grades  and  high  school 1,430 

Number  of  girls  graduated  last  year  (1903) 9 

Number  of  boys  graduated  last  year  (1903) 4 

Number  in  this  class  that  went  to  college ■.  .        6 

Number  of  graduates  since  school  was  organized 141 


Hagerstown  High  School. 


21— Education. 


322  EDUCATION  IN  INDIANA, 


HOBART  HIGH  SCHOOL. 

W.  R.  Curtis,  Superintendent. 

Organized,  1888.     Commissioned,  1898. 
Superintendents,  Avitli  dates  of  service: 

A.    J.    Smith 1888-1892 

P.    S.   Gristy 1892-1895 

A.  R.  Hardesty 1895-lim 

W.  R.  Curtis 19;)l-19:;l 

Principals  and  assistants: 

G.  H.  Thompson,  principal. 

H.  Alena  Wolfe. 
High  school  teachers  and  sub,;ects  they  teach: 

G.  H.  Thompson,  English  History,  Stenography.  Botany. 

H.  Alena  Wolfe,  Algebra,  Latin,  Physical  Geography,  German. 

W.  R.  Curtis,  Algebra,  Physics,  Chemistry,  BooklN;eeping. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$886.60. 
Training  of  teachers: 

G.  H.  Thompson,  undergraduate  Valparaiso  College;  eight  terms  in 
institution. 

H.  Alena  Wolfe,  A.B.,  Olivet  College. 

W.  R.  Curtis,  S.B.,  Valparaiso  College:  one  year  Chicago  University. 

Enrollment  in   high   school . 76 

Total  enrollment  in  grades  and  high  school 324 

Number  of  girls  graduated  last  year  (1903) 2 

Number  of  boys  graduated  last  year  (1903) 0 

Number  in  this  class  that  went  to  college 0 

Number  of  graduates  since  school  was  organized 62 

Number  of  these  who  have  attended  college 5 


EDUCATION  IN  INDIANA. 


323 


324  EDUCATION  IN  INDIANA 


HAMMOND  HIGH  SCHOOL. 

W.  H.  Hershman,  Superintendent. 

Organized,   1887.     Commissioned,  18J)8. 
Superintendents,  with  dates  of  service: 

W.  C.  Belman 1888-1JX>0 

W.  H.  Hershman llMK)-lfMJ4 

Principals  and  assistants: 

W.  A.  Hill,  principal  High  School,  Science  and  Booklveeping. 
High  school  teachers  and  subjects  they  teach: 

Annie  Bassett,  Mathematics. 

Delia  Gandy,  Latin. 

Eva  Page,  German. 

Guy  C.  Cantrell,  Literature,  English. 

Minnie  Haines,  History. 

Flora  Merryweather,   Stenography. 

Agnes  Benson,  Music. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$824. 
Training  of  teachers: 

W.  H.  Hershman,  superintendent,  B.A,,  Indiana  University. 

W.  A.  Hill,  B.S.,  Chicago  University. 

Annie  Bassett,  undergraduate. 

Miss  Delia  Gandy,  Ph.M.,  Chicago  University. 

Eva  Page,  Ph.M.,  Chicago  University. 

Minnie  Haines,  Ph.B.,  Northwestern  University. 

Guy  Cantwell,  A.B.,  Indiana  University. 

Agnes  Benson,  Tomlin's  School  of  Music,  Chicago  Normal  School. 

Flora  Merryweather,  undergraduate. 

Enrollment  in   high   school 120 

Total  enrollment  in  grades  and  high  school 2,085 

Number  of  girls  graduated  last  year  (1903) 9 

Number  of  boys  graduated  last  year  (190.3) 3 

Number  in  this  class  that  went  to  college 6 

Number  of  graduates  since  school  was  organized 160 

Number  of  these  who  have  attended  college 60 


EDUCATION  IN  INDIANA. 


325 


Hammond  High  School. 


326  EDUCATION  IN  INDIANA. 


HUNTINGBURG  HIGH  SCHOOL. 

P.  B.  Kepner,  Superintendent. 

Organized,  1885.     Commissioned,  1887. 
Superintendents,  witli  dates  of  service: 

C.  K  Clarlv 1872-1885 

Milton  Hersberger    1885-1886 

F.    S.   Morgentlialer 188G-1892 

J.   T.   Worsliam 1892-1900 

F.  D.   Churcliill 1900-1901 

F.  B.  Kepner 1901-1904 

Principals  and  assistants: 

Willa  McMalian,  principal. 

Edw.  Eberhardt,  first  assistant. 

I.  A.  Benton,  second  assistant. 
High  school  teachers  and  subjects  they  teach: 

Willa  McMahan,  English,  Latin,  Geometry. 

Edw.   Eberhardt,   German. 

I.  A.  Benton,  Physics,  Botany. 

F.  B.  Kepner,  Algebra,  English. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$655. 
Training  of  teachers: 

F.  B.  Kepner,  A.B.,  Indiana  University. 

Willa  McMahan,  A.B.,  Indiana  University. 

Edw.  Eberhardt,  A.  B.,  Wesleyan  University. 

I.  A.  Benton. 

Enrollment   in   high   school 52 

Total  enrollment  in  grades  and  high  school 530 

Number  of  girls  graduated  last  year  (1908) 4 

Number  of  boys  graduated  last  year  (1903) , 4 

Number  in  this  class  that  went  to  college 2 

Number  of  graduates  since  school  was  organized 96 

Number  of  these  who  have  attended  college 40 


EDUCATION  IN  INDIANA. 


32Y 


HUNTINGBURG  HiGH  SCHOOL. 


328  EDUCATION  IN  INDIANA. 

HUNTINGTON  HIGH  SCHOOL. 

W.  P.  Hart,  Superintendent. 

Organized,  1873.     Commissioned,  1890. 
Superintendents,  with  dates  of  service: 

James  Baldwin   1873-1883 

Morgan   Caroway    1883-1884 

John  Caldwell    1884-1887 

Robert  I.   Hamilton 1887-1903 

W.  P.  Hart 1903-1904 

Principals  and  assistants: 

P.  C.  Emmons,  principal,  German. 

W.  I.  Early,  assistant  principal,  Mathematics  and  Science. 
High  school  teachers  and  subjects  they  teach: 

Evangeline  E.  Lewis,  Mathematics. 

Fredrica  R.  Tucker,  English. 

Frances  E.  Hutsell,  History. 

Mary  E.  Hartman,  Latin. 

S.  J.  Stauffacher,  Commerce. 

L.  C.  Ward,  Science. 

R.  S.  Crawford,  English. 

Mary  B.  Cox,  History. 

Evelyn  K.  DeCew,  Drawing. 

Vivian  I.  Stoddard,  Music. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$936.36. 
Training  of  teachers: 

P.  C.  Emmons,  B.S.,  A.B.,  Central  Normal  College;  A.B.,  Indiana 
University;  one-third  of  year  graduate  work  Indiana  University. 

W.  I.  Early,  A.B.,  Indiana  University;  some  graduate  work  at  In- 
diana University. 

Evangeline  E.  Lewis,  A.B.,  Indiana  University. 

Fredrica  R.  Tucker,  A.B.,  DePauw  University. 

Mary  E.  Hartman,  A.B.,  Indiana  University;  some  graduate  work 
at  University  of  Chicago. 

Robert  S.  Crawford,  B.L.,  University  of  Wisconsin;  some  graduate 
work  at  University  of  Wisconsin. 

Samuel  J.  Stauffacher,  Ph.B.,  Northwestern  College;  graduate  of 
Northwestern  Business  College. 

Louis  C.  Ward,  A.B.,  Indiana  University;  one-third  year  of  graduate 
work  at  Indiana  University. 

Mary  B.  Cox,  Indiana  State  Normal;  University  of  Michigan. 

Frances  E.  Hutsell,  Indiana  State  Normal;  Butler  College;  Univer- 
sity of  Chicago. 

Evelyn  K.  DeCew,  Michigan  State  Normal;  graduate  of  Detroit  Con- 
servatory of  Music,  Public  School  Department,  in  both  Music  and 
Drawing. 

Vivian  I.  Stoddard,  gxaduate  of  Thomas  Normal  Training;  special 
training  jn  Detroit  Conservatory  of  Music, 


EDUCATION  IN  INDIANA, 


^"^^ 


Enrollment  in   high   school 244 

Total  enrollment  in  grades  and  high  school 1,748 

Number  of  girls  graduated  last  year  (1903) 14 

Number  of  boys  graduated  last  year  (1903) 6 

Number  in  this  class  that  went  to  college 5 

Number  of  graduates  since  school  was  organized 360 

Number  of  these  who  have  attended  college 115 


Huntington  High  School. 


330  EDUCATION  IN  INDIANA. 

INDIANAPOLIS  MANUAL  TRAINING  HIGH  SCHOOL 

C.  E.  Emmerich,  Principal. 

Organized,  February,  1895.     Commissioned,  3895. 
Principal: 

Clias.  E.  Emmerich. 
High  school  teachers  and  subjects  they  teach: 

George  A.  Abbott,  Chemistry. 

Fislve  Allen,  Mathematics. 

Harvey  M.  Appleman,  Woodwork. 

William  H.  Ballard,  Woodwork. 

Arthur  J.  Bean,  Woodwork. 

Emma  S.  Bopp,  German. 

Nellie  M.  Bowser,  Latin. 

Frank  F.  Bronson,  Mechanical  Drawing. 

John  R.  Carr,  History. 

Maria  Leonard,  Mathematics. 

Paul  W.  Covert,  Machine  Fitting. 

Margaret  Donnan,   English. 

Violet  A.  Demree,  English. 

Mary  A.  Davies,  Sewing. 

Margaretta  DeBruler,  English. 

Cora  Emrich,  English. 

Willard  F.   Enteman,  Mathematics. 

Beatrice  S.  Foy,  English. 

Anna  .J.  Griffith,  English. 

Frank  O.  Hester,  Mathematics. 

Robert  Hall,  Latin  and  Greek. 

Elizabeth  C.  Hench,  English. 

Julia  C.  Hobbs,  Latin. 

Leirion  H.  Johnson,  Mechanical  Drawing. 

Emma  E.  Klanke,  Mechanical  Drawing. 

Josephine  M.  Loomis,  Cooking. 

Mary  R.   Langsdale,  English. 

Anna  M.  Locke,  English. 

Hamilton  B.  Moore,  English. 

Mary  McEvoy,  Stenography. 

Kemper  McComb,  English. 

Emily  McCullough,   Sewing. 

Frank  K.  Mueller,  ]Mechanical  Drawing. 

Josephine  Brooks,  French. 

Robert  Promberger,    Foundry. 

Harriet  C.  Rhetts,  History. 

Harriet  E.  Robinson,  Mathematics. 

Laura  Rupp,  German. 

Otto  Stark,  Free  Drawing.     * 

Helene  G.  Sturm,  German. 

Milo  H.  Stuart,  Botany. 

Benjamin  F.   Swarthout,  Bookkeeping. 

William  J.  Thissele,  Bookkeeping. 


EDUCATION  IN  INDIANA.  331 

Kate  A.  Thompson,  English. 

Chambers  H.  Underwood,  Physics, 

Mabel  West,  Free  Drawing. 

Kate  Wentz,  Mathematics. 

James  Yule,  Forging. 

Ida  M.  Andrus,  Mathematics. 

Edith  M.  Compton,  Sewing. 

WaiTen  H.  Davis,  Woodwork. 

Francis  M.  Bacon,  History. 

Hermann  S.  Chamberlain,  Physics. 
Average  yearly  salary  of  high  school  teachers,  without  superintendent  or 

assistants,  $955. 
Training  of  teachers: 

Charles  E.  Emmerich,  Coblentz  and  Cologne,  Prussia;  A.M.,  DePauw. 

Qeo.  A.  Abbott,  A.B.,  A.M.,  DePauw  University. 

Fiske  Allen,  A.B.,  Indiana  University;  Indiana  State  Normal. 

Ida  M.  Andrus,  A.B.,  Michigan  University. 

Harvey  M.  Appleman,  Indiana  Normal;  Tri-State  Normal,  one  year; 
Purdue,  one  year. 

Francis  M.  Bacon,  A.B.,  University  of  Michigan. 

William  H.  Ballard. 

Arthur  J.  Bean,   S.B.,  Worcester    Polytechnic    Institute,   one    year; 
graduate  work,  same  school. 

Emma  S.  Bopp,  Indianapolis  Normal,  one  year;  Kindergarten  Nor- 
mal, one  year. 

Nellie  M.  Bowser,  A.B.,  A.M.,  Indiana  University. 

Frank  F,  Bronson,  S.B.,  Purdue. 

Josephine  Brooks 

John  R.  Carr,  A.B.,  Butler;  Ph.B.,  Chicago. 

Edith  M.  Compton. 

Hermann  S.  Chamberlain,  A.B.,  Allegheny  College;  Case  School,  one 
year. 

Paul  W.  Covert,  S.B.,  M.K,  Purdue  University. 

Margaret  Donnan,  A.B.,  Chicago  University. 

Violet  A,    Demree,   Oberlin,  one   and  one-half  years;   Mt.   Holy  ok  e. 
'  one  and  one-half  years. 

Mary  E.  Davies,  Stoclvwell  College  Institute,  two  years. 

Warren  H.  Davis,  S.B.,  Worcester  Polytechnic  Institute. 

Margaretta  DeBruler,  A.B.,  Roclvport  College  Institute;  A.M.,  Indi- 
ana University. 

Cora  Einrich,  A.B.,  Butler;  Ph.B.,  Chicago;  two  years  graduate  work, 
Chicago. 

Willard  F.  Enteman,  Borden  Institute;  Indiana  University,  two  and 
one-half  years. 

Beatrice  S.  Foy,  Indianapolis  Normal,  one  year. 

Anna  J.  Griffith,  Chicago  University,  four  terms;  Indiana  University, 
one  term. 

Frank  O.  Hester,  A.B.,  DePauw;  graduate  work.  University  of  Chi- 
cago. 

Robert  Hall,  A.B.,  Butler  College;  A.M.,  Harvard,  two  years. 


^32  EDUCATrON  TN  INDIAN  A. 

Elizabeth  C.   Hench,  Pli.B.,  Michigan  University;   Cambridge,  Eng- 
land, one  year;  Bryn  Mawr,  two  years. 

Julia  C.  Hobbs,  A.B.,  Chicago  University. 

Leirion  H.   Johnson,  Ph.B.,  University  of  Vermont:  Cooper  Union; 
Pratt  Institute. 

Emma  E.  Klanke,  Pratt  Institute. 

Maria  Leonard,  Butler,  two  and  one-half  years. 

Josephine  M.  Loomis,  Pratt  Institute. 

Mary  R.  Langsdale,  A.B.,  DePauw;  Michigan,  one  year. 

Anna  M.  Locke,  A.B.,  A.M.,  Columbia  College. 

Hamilton  B.  Moore,  Ph.B.,  Cornell:  A.M.,  Indiana  University. 

Mary  McEvoy. 

Kemper  McComb,  A.B.,  A.M.,  Hanover  College. 

Emily  McCullough,  Pratt  Institute. 

Frank  K.  Mueller,  S.B.,  Purdue  University. 

Robert  Promberger,  Pratt  Institute;  Cincinnati  University,  one  year. 

Harriet  C.  Rhetts,  A.B.,  A.M.,  Indiana  University;  Indiana  Normal: 
Harvard,  one  term. 

Harriet  E.  Robinson,  Ph.B.,  Hiram  College. 

Laura  Rupp,  A.B.,  Butler  College;  Indiana  University  and  Chicago, 
one  year. 

Otto  Stark,  Academy  of  Arts,  Paris  and  Munich. 

Helene  G.   Sturm. 

Milo  H.  Stuart,  A.B.,  Indiana  University;  Chicago,  one  year. 

Benjamin  F.  Swarthout,  Normal  School,  Mitchell,  Ind. 

William  J.  Thissele,  Lebanon  Normal;  Buchtel  College,  one-half  year. 

Kate  A.  Thompson,  University  of  Chicago,  one  year. 

Chambers  H.  Underwood,  B.S.,  Buclitel;  one  year  post-graduate. 

Mabel  West,   Pratt  Institute. 

Kate  Wentz,  B.S.,  Purdue;  M.S.,  Cornell. 

James  Yule. 

Enrollment  in  high  school,  1,575  in  190.3;  in  1904  about 1,750 

Number  of  girls  graduated  last  year  (1903) 54 

Number  of  boys  gi-aduated  last  year  (1903) 48 

Number  in  this  class  that  went  to  college,  probably 15 

The  colleges  to  which  these  went,  Avith  numbei'  of  eacli: 

Purdue. 

Indiana. 

Michigan. 

Wellesley. 

DePauw. 

Butler. 

Numbers  not  known. 

Number  of  graduates  since  school  was  organized 750 

Number  of  these  who  have  att-^ided  college 185 

Number  of  these  who  have  attended  college,  approximately 25% 


EDUCATION  TN  INDIANA. 


334  EDUCATION  IN  INDIANA. 

INDIANAPOLIS  SHORTRIDGE  HIGH  SCHOOL. 

Geo.  W.  Benton,  Superintendent. 

Organized,  1853. 

Superintendents,  Avitli  dates  of  service: 

A.  C.  Shortridge 1871-1874 

Geo.   P.   Brown 1874-1878 

H.  S.  Tarbell 1878-1884 

L.   H.    Jones 1884-1894 

David   H.   Goss 1894-1900 

Calvin  N.  Kendall 1900-1904 

Principals  and  assistants: 

Wni.  A.  Bell 18G4-1865 

Pleasant  Bond 1865-1865 

W.  I.  Squire 1865-1866 

Wm.  A.  Bell 1866-1871 

Geo.  P.  Brown 1872-1874 

Junius  B.  Roberts •. 1874-1881 

Willard  W.  Grant 1881-1892 

Geo.  W.  Hufford 1892-1902 

Lawrence  C.  Hull 1902-1903 

Geo.  W.  Benton 1903-1904 

High  school  teachers  and  subjects  they  teach: 

Chas.  S.  Thomas,  English. 

Angeline  P.  Carey,  English. 

Charity  Dye,  English. 

Martha  Dorsey,  English. 

Florence  Richards,  English. 

Flora  Love,  English. 

Georgina  Montgomery,  Englisli. 

Zella  O'Hair,  English. 

Lucia  Ray,  English. 

Marian  Schibsby,  English. 

Janet  P.  Shaw,  English. 

Josephine  Brooks,  French. 

Eugene  Mueller,  German. 

Peter  Scherer,  German. 

Virginia  E.  Claybaugh,  Latin. 

Archer  Ferguson,  Latin. 

Ella  G.  Marthens. 

Grace  Triplett,  Latin. 

John  E.  Higdon,  Mathematics. 

James  F.  Millis,  Mathematics. 

Amelia  W.  Platter,  Mathematics. 

Agnes  R.  Rankin,  Mathematics. 

Grace  Clifford,  Mathematics. 

John  C.  Trent,  Mathematics. 

Ralph  Lane,  Mathematics 

Walter  D.  Baker,  Physics  I. 

Lynn  B.  McMullen,  Physics  II. 


EDUCATION  IN  INDIANA, 


335 


Rosseau  McClellan,  Botany  I-II. 
Frank  B.  Wade,  Chemistry  I. 
Arthur  W.  Dunn,  History. 
Josepliine  Cox,  History. 
Laura  Donnan,  Civil  Government. 
Edgar  T.  Forsyth,  History. 
Junius  B.  Roberts,  History. 
Arthur  H.  Holmes,  Bookkeeping  IT. 
Nellie  I.  Hamlin,  Stenography. 
Rhoda  E.  Selleck,  Drawing. 
Martha  Feller,  Drawing. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 
$1,100. 


Shortridge  High  School,  Indianapolis. 


Training  of  teachers: 

With  very  few  exceptions  college  graduates,  and  many  of  them  with 
graduate  work  to  their  credit. 

Enrollment  in   high  school 1,263 

Total  enrollment  in  grades  and  high  school 

Number  of  girls  graduated  last  year  (1903) 100 

Number  of  boys  graduated  last  year  (19()3) 35 

Number  of  this  class  that  went  to  college 50 

Number  of  graduates  since  school  was  organized 2,000 

Number  of  these  who  have  attended  college 600 


336  EDUCATION  IN  INDIANA. 

JASPER  HIGH  SCHOOL. 

Bertram  Sanders,  Superinleiideiit. 

Organized,  1892.     Commissioned.  1897. 
Superintendents,  witli  dates  of  service: 

B.  F.  Sutlierland 1897-1902 

Bertram   Sanders 1902-1904 

Principals  and  assistants: 

P.  T.  Clark,  principal  and  assistant , 1897-1900 

Maggie  A.  Wilson,  principal  and  assistant 1900-1901 

High  school  teachers  and  subjects  they  teach: 

Bertram  Sanders,  Algebra,  Geometry,  Physics  and  Latin. 

Maggie  A.  Wilson,  History,  English  and  Botany. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 
$620 

Enrollment  in  high   school 17 

Total  enrollment  in  grades  and  high  school 120 

Number  of  girls  graduated  last  year  (1903) None 

Number  of  boys  graduated  last  year  (1903) 0 

Number  in  this  class  that  went  to  college 5 

Number  of  graduates  since  school  was  organized 23 

Number  of  these  who  have  attended  college 14 

JEFFERSONVILLE  HIGH  SCHOOL. 
C.  M.  Marble,  Superintendent. 

Organized,  1868.     Commissioned,  1881. 

Superintendents,  with  dates  of  service: 

Mr.    Smith 

E'.   S.    Hopkins .'        -1881 

D.  S.  Kelley 1881-1885 

R.  W.  Woods 1885-1889 

P.    P.    Stultz 1889-1897 

D.  S.  Kelley 1897-1899 

A.    C.    Goodwin 1899-1904 

C.  M.  Marble February  1904- 

Principals  and  assistants: 

F.  E.  Anderson,  C.  M.  Marble,  Miss  F.  Simpson,  E.  S.  Hopkins.  Mr 
Butler,  Miss  J.  Ingram,  Mr.  Armstrong. 
High  school  teachers  and  subjects  they  teach: 
F.  B.  Andrews,  principal,  Mathematics. 
Miss  Clara  Funk,  English. 
Miss  Ada  W.  Frank,  Latin. 
Miss  Mary  K.  Voigt,  History. 
Mr.  Lewis  Richards,  Science. 
George  Nashtoll,  German. 
A.  A.  Voigt,  Music. 


EDUCATION  IN  INDIANA.  837 

Average  yearly  salary  of  high  school  teachers,  includiug  superiuteudent, 

$859. 
Training  of  teachers: 

C.    M.    Marble,    superintendent,    Ph.    B.,    from    Chicago    University; 
three  years  N.  W.  University,  Ohio. 

H.  E.  Andrews,  collegiate  education,  one  year  at  State  Normal. 

Clara  Funk,  two  years  normal  training. 

Ada  W.  Frank,  collegiate  education. 

Mary  K.   Voigt,  normal  training  and  did  some  work  in  the  State 
University. 

George  Nashtall,  educated  in  Germany. 

A.  A.  Voit,  no  special  training. 

Lewis  Richards,  collegiate  education. 

Enrollment  in   high   school ,. 215 

Total  enrollment  in  grades  and  high  school 2,000 

Number  of  girls  graduated  last  year  (11>(>3) 20 

Number  of  boys  graduated  last  year  (IDQo) 9 

Number  in  this  class  that  went  to  college 8 

Number  of  graduates  since  school  was  organized No  data 

Number  of  these  who  have  attended  college 50 


22— Education. 


338  EDUCATION  IN  INDIANA. 


JONESBORO  HIGH  SCHOOL. 

A.  E.  Highle5%  Superintendent. 

Organized,  .     Commissioned,  about  1893. 

Superintendents,  AVitli  dates  of  service: 

Friedline    Gilclirist -1898 

R.    W.    Himelielv 1898-1902 

J.  H.  Adams 1902-1903 

A.  E'.  Higldey 1903-1904 

Principals  and  assistants: 

Dewitt  Carter 

A.  E.  Highley 1901-1903 

High  school  teachers  and  what  tliey  teach: 

Delia  S.  Wintrode,  Latin  and  German. 

Mrs.  C.  A.  Gregory,  P^nglish. 

Mr.  C.  A.  Gregory,  Science. 

E.  O.  Maple,  History  and  Arithmetic. 

A.  E.  Highley,  Mathematics. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$480. 
Training  of  teachers: 

C.  A.  Gregory,  B.  S.,  Marion  Normal. 

Miss  Delia  S.  Wintrode,  from  DePauw. 

E.  O.  Maple,  B.  S.,  Marion  Normal. 

A.  E.  Highley,  B.  S.,  Marion  Normal:  three  years  State  Normal. 

Enrollment  in   high   school 56 

Total  enrollment  in  grades  and  high  school 430 

Number  of  girls  graduated  last  year  (1903) 4 

Number  of  boys  graduated  last  year  (190.3) 2 

Number  in  this  class  that  Avent  to  college None 

Number  of  graduates  since  school  was  organized 60 

Number  of  these  who  have  attended  college 12 


EDUCATION  IN  INDIANA. 


339 


340  EDUCATION  IN  INDIANA. 


KENTLAND  HIGH   SCHOOL. 

C.   L.  Stiibbs,  Siiperiiitendeiit. 

Organized,  1870.    Commissioned,  181)8. 
Superintendents,  with  dates  of  service: 

E.    H.    Dralve , 1896-1903 

Minnie  B.  Ellis 1901-1903 

P.   A.   Harrington 1903-1904 

C.  L.  Stubbs 1904- 

Prineipals  and  assistants: 

Minnie  B.  Ellis,  J.  C.  Collier,  F.  A.  Harrington.  Cieorge  Larson. 
High  school  teachers  and  subjects  they  teach: 

C.  L.  Stubl)S,  English.  Economy,  Civics  and  Latin, 
George  Larson,  Science,   Mathematics  and   History. 
Maude  Myers,  assistant  in  Latin  and  Algebra. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$792. 
Training  of  teachers: 

C.  L.  Stubbs,  B.  L.,  graduate  of  Earlham. 

George  Larson,  graduate  Normal,  Illinois. 

Maude  Myers,  graduate  Kentland  High  School. 

Anna  B.  Thompson,  graduate  of  Purdue,  special  teacher  in  drawing. 

Enrollment  in    high  school 33 

Total  enrollment  in  grades  and  high  school 180 

Number  of  girls  graduated.last  year  (1903) 7 

Number  of  boys  gi-aduated  last  yeaV  (1903) 2 

Number  in  this  class  that  went  to  college 1 

Number  of  graduates  since  school  was  organized 1(38 

Number  of  these  who  have  attended  college 30 


EDUCATION  IN  INDIANA, 


Ul 


1 

\  \fg^  ' 

m  m^^'^r 

Kentland  High  School. 


342  EDUCATION  IN  INDIANA. 

KIRKLIN  HIGH  SCHOOL. 
F.  B.  Long,  Superintendent. 

Organized,  1890.     Commissioned,  IIXJO. 

Superintendents,  with  dates  of  service: 

S.   P.   Kyger 1890-1892 

A.  L.  Hiatt 1892-1896 

J.  W.  Lyety 1896-1900 

F.   B.  Long 1900-1904 

Principals: 

Kate  M.  Smiley,  Esther  Fay  Shover,  Mabel  Whitenack. 

High  school  teachers  "and  subjects  they  teach: 

F.  B.  Long,  Latin,  Mathematics  and  Physics. 
Mabel  Whitenack,  English,  History  and  Botany. 

Average  yearly  salary  of  high  school  teachers,  including  superintendent, 
$625. 

Training  of  teachers: 

Kate  Smiley,  primary,  2  years  at  Franklin  College,  8  years  teacher. 

A.  L.  Hiatt,  1  year  West  Point. 
M.  D.  Boulden,  Angola, 

Enrollment  in   high   school .  37 

Total  enrollment  in  grades  and  high  school 192 

Number  of  girls  graduated  last  year  (1903) 1 

Number  of  boys  graduated  last  year  (1903) 3 

Number  in  this  class  that  went  to  college 3 

Number  of  graduates  since  school  was  commissioned 11 

Number  of  these  who  have  attended  college 6 

KNIGHTSTOAVN  HIGH  SCHOOL. 
W.  D.   Kerlin,  Superintendent. 

Organized, .     Commissioned. . 

Superintendents,  with  dates  of  service: 

Charles   E.   Hewitt -1893 

D.  A.  Ellabarger 1893-1895 

W.    B.    Van    Gorder 1895-1899 

H.    H.    Cooper 1809-1900 

W.    D.    Kerlin 1900-1904 

Principals  and  assistants: 

B.  F.  Franklin 1900-1901 

Dora  Free 1901-1904 

High  school  teachers  and  subjects  they  teach: 

Dora  Free,  English. 

W.  S.  Peters,  Latin  and  History. 

P.  H.  Wolfard,  Mathematics  aiul  Science. 
Average  yearly  salary  of  liigli  school  teachers,  including  superintendent. 
$787. 


EDUCATION  IN  INDIANA. 


343 


Training  of  teachers: 

W.  D.  Kerlin,  Indiana  State  Normal  and  Cliicago  University. 

Dora  Free,  Indiana  State  Normal,  Indiana  University  and  Chicago 
University. 

W.  S.  reters,  DePauw;  Chicago  University. 

P.  H.  Wolfard,  Taylor  University. 

Enrollment  in  higli  school 117 

Total  enrollment  in  grades  and  high  school 450 

Number  of  girls  graduated  last  year  (1903) 11 

Number  of  boys  graduated  last  year  (1903) 4 

Number  in  this  class  that  went  to  college 9 

Number  of  graduates  since  school  was  organized No  data 

Number  of  these  who  have  attended  college No  data 


Knox  High  School. 


344  EDUCATION  IN  INDIANA. 


KNOX   HIGH   SCHOOL. 

C.  W.  Egner,  Superintendent. 

Organized,  1894.     Commissioned,  1901. 
Superintendents,  witli  dates  of  service: 

A.   J.    Whiteleatlier 1894-1897 

A.  H.  Slierer 1897-1898 

J.  Walter  Dunn 1898-1903 

C.  W.  Egnew Ifla3-1904 

Principals  and  assistants: 

Anuabelle  Sherer 1897-1898 

J.  H.  Brickies 1898-1899 

Sophie  H.  Luzadder 1899-1902 

Harriet  M.  Silliman 1903-1904 

High  school  teachers  and  subjects  they  teach: 

Sophie  H.  Luzadder,  English.  History,  Latin,  Physical  Geography. 
Harriet  M.  Silliman,  English,  History,  Latin,  Physical  Geography. 
Elmer   Gordon,    Algebra,    Physical    Geography,    English   and    Latin, 
first  year. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$600 
Training  of  teachers: 

C.  W.  Egner,  superintendent,  undergraduate,  senior  standing,  Indi- 
ana University. 
Harriet  M.  Silliman,  graduate  Oberlin  University. 
Elmer  Gordon,  B.  S.,  Rochester  Normal  University. 

Enrollment   in   high   school 57 

Total  enrollment  in  grades  and  high  school 415 

Numl^er  of  girls  graduated  last  year  (1903) 8 

Number  of  boys  graduated  last  year  (1903) 1 

Number  in  this   class  that  went  to  college 1 

Number  of  graduates  since  the  school  was  organized 21 

Number  of  these  who  have  attended  college 9 


EDUCATION  IN  INDIANA. 


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346  EDUCATION  IN  INDIANA. 


KOKOMO  HIGH  SCHOOL. 

R.  A.  Ogg,  Superintendent. 

Organized,  1872.    Commissioned,  1886. 
Superintendents,  with  dates  of  service: 

Sheridan  Cox 1872-1893 

Horace    G.    Wood 1893-1898 

Robert  A.  Ogg 1898-1904 

Principals  and  assistants: 

A.  .J.  Youngblood,  Mm.  Bessie  G.  Cox,  C.  M.  Harrison.  W.  H.  Mc- 
Clain,  H.  G.  Wood,  B.  B.  Bryan,  .J.  Z.  A.  McCanghan. 
High  school  teachers  and  subjects  they  teach: 

India  L.  Martz,  Latin. 

Anna  B.  Collins,  English. 

Anna  B.  Ward,  Mathematics. 

Ethel  Pyke,  English. 

Howard  Armstrong,  English. 

L.  L.  Beeman,  History. 

Katharine  Hughes,  German. 

G.  E.  Mitchell,  Science. 

P.  L.  Foucht,  History. 

L.  G.  Goetz,  Physics. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$744. 
Training  of  teachers: 

R.  A.  Ogg,  A.  M.,  Indiana  University,  four  years. 

J.  Z.  A.  McCanghan,  A.  B.,  Indiana  University,  4Mi  years. 

India  L.  Martz,  A.  B.,  Butler  College,  three  years. 

Anna  B.  Collins,  A.  B.,  Indiana  University,  two  years. 

Anna  B.  Ward,  Indiana  University,  2%  years. 

Ethel  Pyke,  A.  B.,  Ohio  Wesleyan,  three  years. 

Howard  Armstrong,  Butler  College,  3^/4  years. 

L.  L.  Beeman,  A.  B..  Indiana  University,  four  years. 

Katherine  Hughes,  A.  B.,  Hanover  College,  four  years. 

George  E.  Mitchell,  A.  B.,  Indiana  University,  four  years. 

P.  L.  Foucht,  A.  B.,  Chicago  University,  four  years. 

L.  G.  Goetz,  Wabash  College,  IVj  years. 

Enrollment  in   high   school 324 

Total  enrollment  in  grades  and  high  school 2,507 

Number  of  girls  graduated  last  year  (1903) 13 

Number  of  boys  graduated  last  year  (1903) 5 

Number  in  this  class  that  went  tQ  college None 

Number  of  graduates  since  school  was  organized 477 

Number  of  these  who  have  attended  college Not  known 


EDUCATION  IN  INDIANA. 


347 


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348  EDUCATION  IN  INDIANA. 

LADOGA    HIGH    SCHOOL. 

J.  F.  Warfel,  Suijerintendent. 

Organized,  1892.     Commissioned,  1898. 
Superintendents,  witli  dates  of  service: 

J.  F.  Warfel 1885-1903 

Principals  and  assistants: 

Mrs.  E.  G.  Wilson,  principal. 

J.  H.  Ewbank,  assistant. 
High  school  teachers  and  subjects  they  teach: 

J.  F.  Warfel,  Latin  and  Science. 

Mrs.  E.  G.  Wilson,  History  and  English. 

J.  H.  Ewbank,  Mathematics. 

Miss  Elsie  Marshall,  Music. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$700. 
Training  of  teachers: 

J.  F.  Warfel,  A.  B.,  Central  Indiana  Normal;  teacher's,  scientific  and 
classical  course. 

Mrs.  E.  G.  Wilson,  A.  B.,  National  Normal;  scientific  and  classical 
course. 

J.  H.  Ewbank,  graduate  Indiana  State  Normal. 

Enrollment  in   high   school 82 

Total  enrollment  in  grades  and  high  school 208 

Number  of  girls  gi-aduated  last  year  (1903) 7 

Number  of  boys  graduated  last  year  (190'3) 5 

Number  in  this  class  that  Avent  to  college 7 

Number  of  graduates  since  school  Avas  organized 168 

Number  of  these  who  haA^e  attended  college 38 

LAFAYETTE    HIGH    SCHOOL. 
R.   F-   Hight,    Superintendent. 

Organized.   1864.     Commissioned. . 

Superintendents,  Avith  dates  of  service: 

Benjamin  Naylor 1854-1855 

A.  J.   Vawter 1855-1863 

J.  W.  Moliere 1863-1867 

J.  T.  Merrill 1867-1890 

Edward  Ayres   1890-1902 

Russell  K.  Bedgood 1902-1904 

R.  F.  Hight 1904- 

Principals  and  assistants: 
R.  F.  Hight. 
Julius  B.  Meyer,  elected  foi:  1904-1905,   . 


EDUCATION  IN  INDIANA.  349 

High  school  teachers  and  subjects  they  teach: 

Alice  E.  Brown,  Latin. 

Helen  Hand,  Latin  and  German, 

Selma   Mayerstein,   German. 

Helen  R.  Blackburn,  English. 

Marie  Stuart,  English. 

Julius  B.  Meyer,  Mathematics. 

Hugh  H.  Barcus,  Mathematics. 

Ernest  Roller,  Physics  and  Chemistry. 

R.  F.  Hight,  Biology. 

Lydia  C.  Maries,  History. 

J.  H.  Bachtenkircher,  Bookkeeping. 

Rena  Rice,  Music. 

Zoelali  Burroughs,  Drawing. 
Average  yearlj-  salary  of  high  school  teachers,  including  superintendent, 

$1,012,50. 
Training  of  teachers: 

Russell  K.  Bedgood,  DePauw  University. 

R.  P.  Hight,  Indiana  University. 

Alice  E.  Brown. 

J.  H.  Bachtenkircher. 

Mrs.  Helen   R.  Blackburn. 

Helen   Hand. 

Selma  Mayerstein. 

Julius  B.  Meyer,  Purdue  University. 

Marie  Stuart,  Smith  College. 

Lydia  C,  Marks,  I'urdue  University. 

Hugh  Barcus.  Purdue  University. 

Ernest  Roller,  DePauw  University. 

Enrollment   in  high   school ;U1 

Total  enrollment  in  grades  and  high  school 3,393 

Number  of  girls  graduated  last  year  (1003) 22 

Number  of  boys  graduated  last  year  (1O03) 8 

Number  in  this  class  that  went  to  college 13 

LAGRANGE  HIGH  SCHOOL. 

W.  H.   Brandenburg,  Superintendent. 

Organized,  1874.    Commissioned,  1883. 
Superintendents,  with  dates  of  service: 

A.  D.  Mohler 1874-1883 

B.  J.  Bogue 1883-1887 

A.  J.  Johnson 1887-1890 

P.  N.  Dewey 1890-1892 

Mr.    McCartney 1892-1893 

C.  M.  Leib 1893-1895 

C.  H.  Taylor 1895-1897 

F.  M.  Merica 1897-1900 

V.  W.  B,  Hedgepeih 1900-1901 

W.  H.  Brandenburg.  .    1901-1904 


350  EDUCATION  IN  INDIANA. 

Principal: 

Miss  Etta  H.  De  Lay. 
High  scliool  teaeliers  aud  subjects  they  teach: 

Etta  H,  De  Lay,  Mathematics. 

Emma  Welch,  Latin. 

G.  W.  Reed,  Science  and  History. 

Edith  L.  Fox,  English  and  German. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$700. 
Training  of  teachers: 

Etta  De  Lay,  work  in  Mathematics  at  Indiana  University. 

G.  W.   Reed,  special  work  in  Rotany  and  Physics  at  Indiana  Uni- 
versity. 

Miss  AVelch,  special  work  in  Latin,  University  of  Chicago. 

Enrollment   in  high   school 14(5 

Enrollment  in  grades   and   high   school 418 

Number  of  girls  graduated  last  year  (19D.3) 19 

Number  of  boys  graduated  last  year  (1903) 19 

Number,  in  this  class  that  went  to  college 9 

Number  of  graduates  since  school  was  organized 340 

Number  of  these  who  have  attended  college 108 

LAPEL  HIGH  SCHOOL. 

W.  W.  Mershon,  Superintendent. 

Organized,  1894.     Commissioned,  1903. 
Superintendents,  with  dates  of  service: 

Absalom    Knight 1894-1897 

J.  W.  Teter 1897-1899 

Clarence  Rasset 1899-1900 

Edwin  L.  Holton 1900-1903 

W.  AV.  Mershon 1903-1904 

Principals  and  assistants: 

R.  A.  Hoover 1898-1904 

H.  G.  Raird 1903-1904 

High  school  teachers  and  subjects  they  teach: 
W.  W.  Mershon,  History  and  Science. 
R.  A.  Hoover,  Latin  and  Mathematics. 
H.  G.  Raird,  English. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$572. 
Training  of  teachers: 

W.  W.  Mershon,  A.  M.,  Indiana  University,  superintendent. 
R.  A.  Hoover,  student  of  Indiana  University. 
•      H.  G.  Raird. 

Enrollment  in  high  school 60 

Enrollment  in  grades  and  high  school 325 

Number  of  j^irls  graduated  last  year  (1903) 3 

Number  of  boys  graduated  last  year  (1903) 2 

Number  in  this  class  that  went  to  college 2 


EDUCATION  IN  INDIANA. 


351 


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Lapel  High  School. 


LAPORTE  HIGH  SCHOOL. 
John  A.  Wood,  Superintendent. 

Organized,  ]8(j5.     Commissioned,  11)02. 

Superintendents,  with  dates  of  service: 

T.    L.    Adams 1865-1867 

C.   F.    Kimball 1867-1869 

C.  B.  Otis,  A.  B : 1869-1871 

J.  K  Hinman,  A.  B 1871-1873 

L.  B.  Swift,  Ph.  M 1873-1879 

Frederic  L.  Bliss,  A.  B 1879-1880 

John  J.  Abel, 1880-1882 

Horace  Phillips,  A.  M 1882-1883 

W.  N.  Hailmann,  Ph.  D 1883-1894 

W.  H.  Elson,  Acting  Superintendent 1892-1893 

James  F.  Knight 1894-1896 

Osman  C.  Seelye,  Ph.  B 1896-1898 

John  A.  Wood,  A.  M 1898-1904 


352  EDUCATION  IN  INDIANA. 

Principals  and  assistants: 

C.  F.  Kimball 1865-1869 

Coleman  Bancroft,  B.  S 1869-187] 

B.  F.  French,  A.  B 1871-1872 

L.  B.  Swift,  Ph.  B 1872-1873 

James  Riddle  Goff,  Ph.  JSl 1873-1878 

F.  L.  Bliss,   B.  A 1878-1879 

John  J.  Abel 1879-1880 

Edward  M.  Brown 1880^1882 

George  Hemple,  A.  B . 1882-1884 

Edward  M.  Brown 1884-1886 

Fredericli   C.   Hicks : 1886-1888 

Nathan  D.  Corbin 1888-1889 

Arthur  G.   Hall,  B.  S 1889-1891 

Jas.  F.  Knight 1891-1893 

H.  J.   Leggett 1893-1897 

John  A.  Wood,  A.  B 1897-1898 

I.  N.  Warren,  A.  B 1898-1902 

Frederic  L.  Sims,  B.  S 1902-1904 

High  school  teachers  and  subjects  they  teach: 
F.  L.  Sims,  B.  S.,  Mathematics. 
Katherine  A.  Crane,  B.  L.,  Literature. 

C.  O.  Nelson,  A.  M.,  Latin. 
George  W.  Gannon,  B.  Pd.,  Science. 
F.  H.  Simons,  M.  E.,  Art. 

J.  L.  Criswell,  A.  B.,  History. 

Nelle  Wright,  A.  B.,  German  and  English  Composition. 

Helen  Poole,  Music. 

H.  C.  Noe,  A.  M.,  Commercial  Department. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$906.30. 
Training  of  teachers: 

John   A.   Wood,   A.   B.,   A.   M.,   Indiana    University,   graduate   State 
Normal. 

F.  L.  Sims,  principal,  B.  .  .,  DePauw  and  Chicago  Universities. 

F.  H.  Simons,  M.  E.,  Berlin. 

Geo.  W.  Gannon,  B.  Pd.,  Ypsilanti,  Mich. 

Katherine  A.  Crane,  B.  L.,  University  of  Michigan. 

C.  O.  Nelson,  A.  M.,  Jewett  College,  Liberty,  Mo. 

H.  C.  Noe,  A.  M.,  Hillsdale,  Mich. 

Nelle  Wright,  A.  B.,  Ohio  State  University. 

J.  L.  Criswell,  A.  B.,  Ohio  Wesleyan  University. 

Helen  Poole,  graduate  National  School  of  Music. 

Enrollment  in  high  school 243 

Total  enrollment  in  grades  and  high  school 1,321 

Number  of  girls  graduated  last  year  (1903) 23 

Number  of  boys  graduated  last  year  (1903) 16 

Number  in  this  class  that  went  to  college 10 

Number  of  graduates  since  school  was  organized 485 

NumbeT  of  these  who  have  attended  college 172 


EDUCATION  IN  INDIANA. 


353 


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354  EDUCATION  IN  INDIANA. 


LAWRENOEBURG   HIGH  SCHOOL. 
T.  H.  Meek,   Superintendent. 

Organized,  1879.     Commissioned  in  the  seventies. 

Superintendents,  witli  dates  of  service: 

J.  M.  Olcott 1858-1861 

Professor  Hatch 1861-1863 

George  Taylor 1863-1865 

Josiah  Hurty 1865-1868 

John  Clarke  Ridpath 1868-1869 

J.  G.  Housekeeper 1869-1870 

E.  H.  Butler 1870-1874 

John  R.  Trisler 1874-1885 

T.  V.  Dodd 1885-1887 

W.  H.  Rucker 1887-1895 

G.  D.  Kuopp 1895-1896 

R.  E.  Call 1896-1898 

T.  H.  Meej^ 1898-1904 

Principals  and  assistants: 

George  C.  Cole,  principal  high  school. 
Edward  W.  Koch. 
Clayton  J.  Slater. 
Else  W.  Schrader. 

High  school  teachers  and  subjects  they  teach: 
Edward  W.  Koch,  Science. 
Clayton  J.  Slater,  English. 
Elsie  W.  Schrader,  German  and  History. 

Average  yearly  salary  of  high  school  teachers,  including  superintendent, 


Training  of  teachers: 

T.  H.  Meek,  A.B.,  University  of  Indiana. 

Geo.  0.  Cole,  A.B.,  Indiana  State  Normal. 

Edward  W.  Koch,  undergraduate  University  of  Indiana. 

Clayton  J.  Slater,  undergraduate  University  of  Indiana. 

Elsie  W.  Schrader,  German  and  History. 

Enrollment  in  high  school 85 

Total  enrollment  in  grades  and  high  school 700 

Number  of  girls  graduated  last  year  (1903) 14 

Number  of  boys  graduated  last  year  (1903) 4 

Number  in  this  class  that  went  to  college 4 

Number  of  graduates  since  school  was  organized 209 

Number  of  these  who  have  attended  college 45 


EDUCATION  IN  INDIANA. 


355 


LawrenceburgJHigh  School. 


356  EDUCATION  IN  INDIANA. 


LEBANON  HIGH  SCHOOL. 

C.  A.  Peterson,  Superintendent. 

Organized,  1870. 

Superintendents,  with  dates  of  service: 

J.  R.  Owen 1870 

A.  O.  Reubelt 1874 

J.  F.  Scull 1876 

O.  C.  Charlton 1880 

T.    H.    Dunn 1881 

D.  D.  Blalieman 1883 

R.   H.    Harney 1883-1887 

Joseph  Wiley  1887-1889 

D.  K.  Goss 1889-1891 

T.   H.   Dunn 1891-1892 

U.  J.   Griffith 1892-1894 

J.  R.  Hart 1894-1901 

C.  A.  Peterson 1901-1904 

Principals  and  assistants: 

Miss  Mattie  Matthews,  central  building. 

Mrs.  R.  H.  Harney,  north  building. 

Mrs.  Hattie  B.  Stokes,  south  building. 
High  school  teachers  and  subjects  they  teach: 

E.  G.  Walker,  principal,   Latin. 
G.  A.  Wilcox,  Science. 
Hattie  Cochran,  English. 
Jennie  Pugh,  History. 
Kenneth  Foster,  Mathematics. 

Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$666.66. 
Training  of  teachers: 

C.  A.  Peterson,  superintendent,  A.B.,  Indiana  University. 

E.  G.  Walker,  principal,  A.B.,  Indiana  University. 

G.  A.  Wilcox,  A.B.,  Cornell  University. 

Hattie  Cochran,  Indiana  University. 

Jennie  Pugh,  Indiana  University. 

Kenneth  Foster,  Franklin  College. 

Enrollment  in   high  school 15.) 

Total  enrollment  in  grades  and  high  school 1.182 

Number  of  girls  graduated  last  year  (1903) 14 

Number  of  boys  graduated  last  year  (1903) 12 

Number  in  this  class  that  went  to  college 3 

Number  of  graduates  since  schoof  was  organized 220 

Number  of  these  who  have  attended  college 65 


EDUCATION  IN  INDIANA. 


357 


358  EDUCATION  IN  INDIANA. 

LIBERTY  HIGH  SCHOOL. 

John  W.  Short,  Superintendent. 

Organized,  1873.     Commissioned,  1887. 
Superintendents,  with  dates  of  service: 

R.  W.  Wood -1880 

John  W.  Short 1880- 

Principals  and  assistants: 

P.  B.  Nye,  principal. 

A.  A.  Graham,  assistant. 

E'dward  Gardner,  assistant. 
High  school  teachers  and  subjects  they  teach: 

John  W.  Short,  Botany,  English  Literature  and  Classics,  American 
History,  Civics. 

P.  B.  Nye,  Geometry,  Algebra,  Physics,  Rhetoric. 

A.  A.  Graham,  Greek,  Roman  and  English  History,  Physical  Geog- 
raphy and  Latin. 

Edward  Gardner,  Advanced  Grammar,  American  Literature,  Chem- 
istry. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$776.25. 
Training  of  teachers: 

John  W.  Short,  A.M.,  Miami  University,  Oxford,  O.,  four  years. 

P.  B.  Nye,  graduation  diploma,  B.E.,  State  Normal,  Millersville,  Pa. 

A.  A.  Graham,  National  Normal,  Lebanon,  O.;  Normal  at  Danville; 
Earlham  College,  Richmond,  Ind. 

Edward  Gardner,  A.B.,  Earlham  College,  Richmond,  Ind. 

Enrollment  in  high  school 67 

Total  enrollment  in  grades  and  high  school 296 

Number  of  girls  graduated  last  year  (1003) -.        6 

Number  of  boys  graduated  last  year  (1903) 4 

Number  in  this  class  that  went  to  college 1 

Number  of  graduates  since  school  was  organized 259 

Number  of  these  who  have  attended  college 53 

LIGONIER  HIGH  SCHOOL. 

W.  C.  Palmer,  Superintendent. 

Organized,  1876.    Commissioned,  1901. 
Superintendents,  with  dates  of  service: 

D.  D.  Luke 1875-1887 

Ambrose  Blunt    1887-1889 

Charles  Dolan    1890-1891 

W.  C.  Palmer 1891-1904 

Principals  and  assistants: 

Thos.  Jackson,  principal;  C*^rrie  Merritt,  assistant. 

W.   A.   Beane,   principal;   Carrie   Merritt,   Martha    Fritschell,   Helen 
Adair,  assistants. 

Minnie  Flinn,  principal;  Dorothy  Poppy,  assistant. 

Dorothy  Poppy,  principal;  W.  A.  Hogue,  assistant. 

W.  A.  Hogue,  principal;  H.  V.  Craig,  assistant. 

W.  A.  Beane,  principal;  Clara  E.  Seamens,  assistant. 


EDUCATION  IN  INDIANA.  859 

High  school  teachers  and  subjects  they  teach: 

W.  A.  Beane,  Mathematics  and  Science. 

Clara  E.  Seamens,  Latin  and  English. 

W.  C.  Palmer,  Civics  and  History. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$590. 
Training  of  teachers: 

W.  A.  Beane,  A.B.,  Indiana  University. 

Clara  E.  Seamens,  A.B.,  Northwestern  University. 

Enrollment  in  high  school 54 

Total  enrollment  in  grades  and  high  school 4G5 

Number  of  girls  graduated  last  year  (1903) 13 

Number  of  boys  graduated  last  year  (1903) 9 

Number  in  this  class  that  went  to  college 3 

Number  of  graduates  since  school  was  organized 0 

Number  of  these  who  have  attended  college 30 

LIMA   HIGH   SCHOOL. 

A.  W.  Nolan,  Superintendent. 

Organized,  1875.     Commissioned,  1890. 
Superintendents,  with  dates  of  service: 

Prof.   G.   Myers. 1886 

Prof.  Lieb   1886-1894 

H.  S.  Gilhams 1894-1898 

S.  K.   Ganiard 1898-1903 

A.  ^Y.  Nolan 1903-1904 

Principals  and  assistants: 

V.  G.  Myers. 

W.  G.  Sweitzer. 

Grace  Hoff. 
High  school  teachers  and  subjects  they  teach: 

A.  W.  Nolan,  Science  and  Eliglish. 

V.  G.  Myers,  Latin  and  History. 

W.  G.  SAveitzer,  Mathematics  and  Physical  Geography. 

Grace  Hoff,  Music  and  English. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$800. 
Training  of  teachers: 

A.  W.  Nolan,  Indiana  UnivervSity,  four  years;  ten  years'  experience 
teaching. 

V.  G.  Meyers,  A.B.,  Hillsdale  College. 

W.  G.  Sweitzer,  Michigan  State  Normal,  two  years. 

Grace  Hoff,  graduate  Chicago  Music  School. 

Enrollment  in  high  school 45 

Total  enrollment  in  grades  and  high  school 150 

Number  of  girls  graduated  last  year  (1903) 3 

Number  of  boys  graduated  last  year  (1903) 8 

Number  in  this  class  that  went  to  college 4 

Number  of  graduates  since  school  was  organized 150 

Number  of  these  who  have  attended  college 40 


360  EDUCATION  IN  INDIANA. 

LINTON  HIGH  SCHOOL. 

Oscar  Dye,  Superintendent. 

Organized,  190O.     Commissioned,  1901. 
Superintendents,  with  dates  of  service: 

Oscar  Dye,  since  organization  and  commission. 
Principals  and  assistants: 

Laura  M.  Moore,  principal  since  organization  and  commission. 

Mary  Harrah,  assistant,  1901-1903. 

Blancli  Hannah,  assistant,  1903. 
High  school  teachers  and  subjects  they  teach: 

Oscar  Dye,  Physics  and  General  History. 

Laura  M.  Moore,  Mathematics  and  Latin. 

Blanch  Hannah,  English  and  Science. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$700. 
Training  of  teachers: 

Oscar  Dye,  graduate  Indiana  State  Normal. 

Laura  M.  Moore,  graduate  Indiana  University. 

Blanch  Hannah,  graduate  Indiana  State  Normal. 

Enrollment   in  high   school 91 

Total  enrollment  in  grades  and  high  school 1,3(]3 

Number  of  girls  graduated  last  year  (1903) 3 

Number  of  boys  graduated  last  year  (1903) 2 

Number  in  this  class  that  went  to  college 3 

Number  of  graduates  since  school  was  organized 19 

Number  of  these  who  have  attended  college 9 

LOGANSPORT  HIGH   SCHOOL. 
A.  H.  Douglass,  Superintendent. 

Organized,  1867.    Commissioned, . 

Superintendents,  with  dates  of  service: 

Sheridan  Cox 1867-1872 

Mr.  Shephard 1872-1873 

J.  K.  Waltz 1873-1886 

J.  C.  Black ; 1886-1889 

Anna  V.  LaRose 1889-1891 

A.  H.  Douglass 1891-1904 

Principals  and  assistants: 

J.  A.  Hill,  principal. 
High  school  teachers  and  subjects  they  teach: 
F.  M.  Spraker,  Latin. 
Uba  S.  Hattery,  Latin. 
Elizabeth  McConnell,  Mathematics. 
Mary  D.  Torr,  Mathematics. 
J.  P.  Hochhalter,  Biology. 

B.  E.  Curry,  Physics  and  Chemistry. 
Abigail  J.  Davies,  English. 

Mary  A.  Putnam,  English. 
F.  M.  Starr,  German. 
J.  A.  Hill,  History. 


EDUCATION  IN  INDIANA. 


361 


Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$851.36. 
Training  of  teachers: 

J.  A.  Hill,  principal,  A.B.,  Franklin  College. 

F.  M.  Spraker,  A.M.,  Indiana  University. 

J.  P.  Hochhalter,  B.S.,  Indiana  University. 

B.  E.  Curry,  Indiana  University,  four  years. 

Elizabeth  McConnell,  Chicago  University,  two  years. 

Mary  D.  Torr,  A.B.,  Smith  College. 

Abigail  ,T.  Davies,  A.M.,  Lake  Forest  College. 

Mary  A.  Putnam,  Chicago  University,  one  year. 

F.  M.  Starr,  A.B.,  DePauw  University. 

Uba  S".  Hattery,  A.B.,  DePauw  University. 


_  /     .       .    -...'■.  ll*,*iuL,-ii£ 

LoGANSPORT  High  School. 

Enrollment  in  high  school 321 

Total  enrollment  in  grades  and  high  school 2,891 

Number  of  girls  graduated  last  year  (1903) 25 

Number  of  boys  graduated  last  year  (1903) 12 

Number  in  this  class  that  went  to  college 8 

Number  of  graduates  since  school  was  organized 526 

Number  of  these  who  have  attended  college 60 


362  EDUCATION  IN  INDIANA. 

LOWELL  HIGH  SCHOOL. 

H.  B.  Dickey,  Superintendent.  ,, 

Organized,  1890.     Commissioned,  1898. 
Superintendents,  with  dates  of  service: 

G.  A.  Hawkins 1891-1893 

W.  H.   Higli 1893-1894 

Prank  P.  Heigliway 1894-1896 

Wm.  M.  Slieets 1896-1903 

Homer  B.  Dickey 1903-1904 

Principals  and  assistants: 

Wm.  H.  Morey .1903-1904 

Fersis  E.  Pryse 1903-1904 

High  scliool  teachers  and  subjects  they  teach: 
Persis  E.  Pryse,  Latin,  Algebra,  Physics. 
Wm.  H.  Morey,  History,  English. 
H.  B.  Dickey,  Botany,  Latin,  Geometry. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$723. 
Training  of  teachers: 

H.  B.  Dickey,  superintendent,  graduate  from  Indiana  State  Normal; 
undergraduate  in  Indiana  University,  one  term;  undergraduate  in 
University  of  Chicago,  one  term. 
Wm.  H.  Morey,  undergraduate  in  Valparaiso  (Ind.)  Normal,  three 
and  one-half  years;  undergraduate  Indiana  State  Normal,  one 
term. 
Persis  E.  Pryse,  graduate  from  Bellevue  College,  University  of 
Omaha. 

Enrollment  in  high  school 90 

Total  enrollment  in  grades  and  high  school •. 347 

Number  of  girls  graduated  last  year  (1903) 9 

Number  of  boys  graduated  last  year  (1903) 5 

Number  in  this  class  that  went  to  college 2 

Number  of  graduates  since  school  was  organized 96 

Number  of  these  who  have  attended  college 35 

LYNN  HIGH   SCHOOL. 

Ossian  S.  Myers,  Superintendent. 

Organized.  1892.     Commissioned,  1902. 
Superintendents,  with  dates  of  service: 

F.  E.  Addleman 1892-1900 

Ossian  S.  Myers 1900-1904 

Principal: 

Mrs.  Edith  Winslow. 
High  school  teachers  and  subjects*they  teach: 

Ossian  S.  Myers,  Latin  and  Mathematics. 

Mrs.  Edith  Winslow,  English,  History,  Science. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 
$725. 


EDUCATION  IN  INDIANA. 


363 


Training-  of  teachers: 

Ossian  S.  Myers,  A.B.,  from  Baldwin  University,  Berea,  O.;  A.M., 
from  Wooster  UniA^ersity,  Wooster,  O. 

Mrs.  Edith  Winslow,  B.L.,  from  Earlham  College. 

Enrollment  in  high  school 49 

Total  enrollment  in  grades  and  high  school 310 

Number  of  girls  graduated  last  year  (1903) 3 

Number  of  boys  graduated  last  year  (1903) 2 

Number  in  this  class  that  went  to  college 2 

Number  of  graduates  since  school  was  organized 16 

Number  of  these  who  have  attended  college 6 


Madison  High  School. 


S64  EDUCATION  IN  INDIANA. 


MADISON  HIGH  SCHOOL. 
C.  M.  McDauiel,  Superintendent. 

Organized,  1852.    Commissioned, . 

Superintendents,  with  dates  of  service  (record  incomplete): 
Charles  Barnes. 
T.  B.  Dodd. 

John  Martin   1882-1890 

F.  M.  Churchill 1890-1892 

D.  M.  Geeting 1892-1895 

T.  A.  Mott 1895-1896 

C.  M.  McDaniel 1896-1904 

Principals  and  assistants  (record  incomplete): 

Dr.  W.  A.  Graham,  W.  M.  Craig,  Miss  Driggs,  Mary  D.  Reed,  Mr. 
Payne,  J.  A.  Carnagey,  Geo.  Hubbard,  C.  M.  McDaniel,  Geo. 
Taylor,  M.  J.  Bowman,  Jr.,  A.  O.  Neal. 

High  school  teachers  and  subjects  they  teach: 

A.  O.  Neal,  principal,  Latin. 
S.  Belle  Hilands,  Science. 
Harriet  MacKenzie,  German. 
Lucina  Borton,  English. 
Bertha  Wrigley,  Mathematics. 

B.  W.  Billings,  History. 

L.  G.  Millisor,  Commercial. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$721.66. 
Training  of  teachers: 

A.  O.  Neal,  Franklin  College;  also  student  at  Chicago  University. 
Harriett  MacKenzie,  Normal  School,  Ypsilanti,  Mich.;  also  student  at 

Chicago  University. 

S.  Belle  Hilands,  Hanover  College;  also  student  of  Chicago  Univer- 
sity. 

Lucina  Borton,  University  of  Illinois  and  of  the  Department  of  Ora- 
tory of  Northwestern. 

B.  W.  Billings,  DePauw  University. 

L.  G.  Millisor,  Rochester  Normal  School. 

Josephine  Schumann,  Cincinnati  College  of  Music. 

Enrollment  in  high  school 194 

Total  enrollment  in  grades  and  high  school 1,387 

Number  of  girls  graduated  last  year  (1903) 8 

Number  of  boys  graduated  last  year  (1903) 2 

Number  in  this  class  that  went  "bo  college 2 

Number  of  graduates  since  school  was  organized 429 

Number  of  these  who  have  attended  college 70 


EDUCATION  IN  INDIANA.  366 

MARION  HIGH  SCHOOL. 

Benjamin  F.  Moore,  Superintendent. 

Organized,  1865.     Commissioned,  1883. 
Superintendents,  with  dates  of  service: 
A.  H.  Harritt. 
William  Russell. 
W.  C.  MeCord. 
Mr.  Wood. 

I.  W.  Legg .1879 

Irving  Barnhart 1879-1881 

A.  H.  Hastings 1881-1883 

Hamilton  S.  McCrae 1883-1887 

John  K.  Waltz 1887-1890 

Welfoid  D.  Weaver 1890-1899 

Benjamin  F.  Moore 1899-1904 

Principals  and  assistants: 
T.  D.  Thorp. 
Mrs.  Wm.  Russell. 
Miss  Frone  A.  Case. 
Miss  Nannie  Mooney. 

Will  Mclntire  1876-1877 

George  A.  Osborn 1877-1879 

Franli  R.  Osborn 1879-1881 

Phariba  White  , 1881-1883 

Mrs.  Emma  Mont  McRae 1883-1887 

Alva  Graves  1887-1889 

Mrs.  E.  C.  Gear 1889-1890 

Addison  W.  Moore 1890-1892 

Russell  K,  Bedgood 1892-1894 

W.  J.  Williams 1894 

Francis  M.  Ingler 1894-1896 

Virgil  R.  McKnight 1896-1902 

J.  T.  Giles 1902-1904 

High  school  teachers  and  subects  thej^  teach: 

J.  T.  Giles,  principal. 

Alva  Graves,  Mathematics. 

F.  K.  Mowrer,  Biology. 

Frances  Benedict,  English. 

George  C.  Bush,  Chemistry  and  Physics. 

Georgetta  Bowman,  History. 

Mary  K.  Birch,  Latin  and  German. 

Mildred  H.  Keith,  Latin. 

Kate  M.  Meek,  Mathematics. 

Catherine  M.  Callaway,  English. 

J.  E.  McMullen,  English. 

Tillie  Billiods,  German. 

Minnie  May  Hodges,  Music. 

J.  L.  Massena,  Drawing. 

May  Servlss,  substitute  teacher. 


366  EDUCATION  IN  INDIANA, 

Average  yearly  salary  of  liigli  school  teachers,  including  superintendent, 

$953. 
Training  of  teachers: 

J.  T.  Giles,  principal,  graduate  Indiana  University,  1894;  two  years 
post  graduate   work   in   Indiana   University    and   Leland    Stan- 
ford Jr. 
Alva  Graves,  Mathematics,  high  school,  Earlham  College. 
P.  K.  Mowrer,  Biology,  graduate  high  school;  graduate  Union  Chris- 
tian College,  1890;  undergraduate  Indiana  State  Normal. 
Frances  Benedict,  English,  graduate  Indiana  State  Normal;  under- 

gi'aduate  Spiceland  Academy. 
George  C.  Bush,  Chemistry  and  Physics,  graduate  high  school;  grad- 
uate Indiana  University;  two  years  post  graduate  worli  in  Indiana 
University. 
Georgetta  Bowman,  History,  graduate  high  school;  graduate  Indiana 
University;  post  graduate  work  Indiana  University;  post  grad- 
uate work  Harvard  University. 
Mary  K.  Birch,  Latin  and  German,  graduate  high  school;  graduate 
DePauw  University;  one  year  post  graduate  work  DePauw  Uni- 
versity. 
Mildred  H.  Keith,  Latin,  graduate  high  school;  graduate  University 
of  Michigan,  A.B.  and  A.M.  degrees;  post  graduate  work  in  Chi- 
cago University. 
Kate  M.  Meek,  Mathematics,  graduate  high  school;  graduate  Indiana 
University;  post  graduate  work  in  Indiana  University  and  Iowa 
State  University. 
Catherine  M.  Callaway,  Eliglish,  graduate  high  school;  graduate  In- 
diana State  Normal  School;  three  years  post  graduate  work  at 
Chicago  University. 
J.  E.  McMullen,  English,  graduate  DePauw  University;  graduate  De- 
Pauw University  Normal  School;  one  year  post  graduate  work  in 
Syracuse  University. 
Tillie    Billiods,    German,    graduate   Indiana    State    Normal    School: 
graduate  Indiana  University;  post  graduate  work  in  University 
of  Cincinnati  and  in  Berlitz  Language  School. 
Minnie  May  Hodges,  Music,  Paw-Paw  (Mich.)  High  School;  Valpa- 
raiso Normal  School;  work  in  various  music  schools  and  private 
professional  courses  in  music. 
J.  L.   Massena,  Drawing,  Central  Normal  College;  Pratt  Institute; 

Teachers'  College,  Columbia  University. 
May   Serviss,    substitute   teacher,    graduate    high    school;    graduate 
Grant  Collegiate  Institute;  Wellesley  College. 

Enrollment  in  high  school 350 

Total  enrollment  in  grades  and  high  school 4,400 

Number  of  girls  graduated  last  year  (1903) 18 

Number  of  boys  graduated  last  yea!"  (1903) 14 

Number  in  this  class  that  went  to  college 11 

Number  of  graduates  since  school  was  organized 392 

Number  of  these  who  have  attended  college 150 


EDUCATION  IN  INDIANA 


367 


368  EDUCATION  IN  INDIANA. 


MARKLE  HIGH  SCHOOL. 

John  Reber,  Superintendent. 

Organized,  1895.    Commissioned,  1901. 
Superintendents,  with  dates  of  service: 

P.  H.  Beck 1895-1898 

C.  C.  Ohmert 1898-1899 

Jolm  Reber  1899-1904 

Principals  and  assistants: 

Miss  Anna  Kemp 1899-1900 

J.  G.  McGimsey 1900-1902 

Miss  Victoria  Jolmson 1902-1904 

Higli  school  teachers  and  subjects  they  teach: 

Victoria  Johnson,  English,  Latin,  Mathematics,  History. 
John  Reber,  Science,   Mathematics. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$570. 
Training  of  teachers: 

John    Reber,    A.B.,    Indiana    University;    graduate    Indiana    State 

Normal. 
Victoria  Johnson,  graduate  of  college,  Valparaiso,  Ind.;  student  one 
year,  Indiana  University. 

Enrollment  in  high  school 26 

Total  enrollment  in  grades  and  high  school 127 

Number  of  girls  graduated  last  year  (1903) 4 

Number  of  boys  graduated  last  year  (1903) 0 

Number  of  each  in  this  class  that  went  to  college 2 

Number  of  graduates  since  school  was  organized 16 

Number  of  these  who  have  attended  college 8 


EDUCATION  IN  INDIANA. 


369 


Markle  High  School,. 


24— Eduoatiok. 


370  EDUCATION  IN  INDIANA. 


MARTINSVILLE  HIGH  SCHOOL. 

J.  E.  Robinson,  Superintendent. 

Organized,  1870.     Commissioned,  1882. 
Superintendents,  with  dates  of  service: 

Mrs.  N.  D.  Standiford 1870-1872 

B.  F.  French 1872-1876 

J.  R.  Starkey 1876-1896 

W.  D.  Kerlin 1896-1901 

J.  E.  Robinson 1901-1904 

Principals  and  assistants: 

Maggie  Cox. 

Miss  F.  A.  Case. 

Ella  R.   Tilford. 

Maggie  Boyd. 

Mary  E.  Long. 

Miss  N.  M.  Woodward. 

Paul  Monroe. 

E.  W.  Abbott. 

W.  F.  Clarke. 

J.  E.  Robinsoh. 

J.  A.  McKelvey. 

O.  P.  West. 
High  school  teachers  and  subjects  they  teach: 

O.  P.  West,  principal,  German,  Chemistry. 

Lulu  Clark,  Latin,  History. 

Chas.  F.  Jackman,  Mathematics,  Physics. 

Lillian  Hart,  English  and  Literature. 

J.  W.  Hesler,  History,  Botany. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$723.33. 
Training  of  teachers: 

O.   P.    West,   graduate   Indiana   University,    Indiana   State   Normal 
School. 

Chas.  F.  Jackman,  graduate  Indiana  University. 

J.  W.  Hesler,  graduate  Indiana   State  Normal  School  and  student 
Indiana  University. 

Lillian  Hart,  graduate  DePauw  University. 

Lulu  Clark,  student  at  DePauw  and  Indiana  University. 

Enrollment  In  high  school 128 

Total  enrollment  in  grades  and  high  school 984 

Number  of  girls  graduated  last  year  (1903) 8 

Number  of  boys  graduated  last  year  (1903) 8 

Number  in  this  class  that  went  to  "college 6 

Number  of  graduates  since  school  was  organized 279 

Number  of  these  who  have  attended  college 100 


EDUCATION  IN  INDIANA, 


3Y1 


3Y2  EDUCATION  IN  INDIANA. 


MICHIGAN  CITY  HIGH  SCHOOL. 

Paul  A.  Cowgill,  Superintendent. 

Organized,  1871.     Commissioned,  1901. 
Superintendents,  with  dates  of  service: 

S.  E.  Miller 1867-1888 

J.  C.  Black 1888-1893 

Edward  Boyle   1893-1899 

J.  G.  Monroe 1899-1901 

Paul  A.   Cowgill 1901-1904 

Principals  and  assistants: 

Louis  W.  Keeler. 

H.  A.  Lober. 

Edward  Boyle. 

George  Burns. 
High  school  teachers  and  subjects  they  teacli: 

Margaret  Sleezer,  English. 

Lelia  Childs,  Mathematics. 

Sadie  Sheehan,  Latin. 

Le  Roy  La  Gess,  Botany. 

Grace  Gillespie,  History. 

Clara  Hughes,  Art. 

Mrs.  Bertha  Child,  French  and  German. 

Chas.  Kibby  and  Geo.  Anderson,  Commercial. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$665. 
Training  of  teachers: 

Louis  Keeler,  University  of  Michigan. 

Enrollment  in  high  school 187 

Total  enrollment  in  grades  and  high  school 3,191 

Number  of  girls  graduated  last  year  (1903) 13 

Number  of  boys  graduated  last  year  (1903) 1 

Number  in  this  class  that  went  to  college 1 

Number  of  graduates  since  school  was  organized 351 


EDUCATION  IN  INDIANA. 


3Y3 


3T4:  EDUCATION  IN  INDIANA. 


MIDDLETOWN  HIGH  SCHOOL. 

H.  N.  Coffman,  Superiiitendeiit. 

Organized,  1890.    Commissioned,  1895. 
Superintendents,  witli  dates  of  service: 

W.  H.  Sanders 1888-1893 

W.  L.  Cory 1893-1896 

H.  N.  Coffman 1896-1904 

Name  of  principal: 

R.  S.  Tice,  Principal. 
Names  of  high  school  teachers  and  subjects  they  teach: 

H.  N.  Coffman,  History. 

R.  S.  Tice,  Latin,  Algebra,  Physics. 

Willian  Graves,  English,  Geometry,  Physical  Geography  and  Botany. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 


Training  of  teachers: 

H.  N.  Coffman,  graduate  of  Indiana  State  Normal;  A.B.  and  A.M. 
residence  work  at  Indiana  University,  Department  of  Philosophy 
and  Pedagogy. 

R.  S.  Tice,  graduate  of  Indiana  State  Normal;  resident  graduate  of 
Indiana  University  in  the  Department  of  Zoology. 

Wm.  Graves,  three  years'  work  in  Indiana  University. 

Enrollment  in  high  school 43 

Total  enrollment  in  grades  and  high  school 287 

Number  of  girls  graduated  last  year  (1903) 1 

Number  of  boys  graduated  last  (1903) 0 

Number  in  this  class  that  went  to  college 0 

The  colleges  to  which  these  went  with  number  of  each 0 

Number  of  graduates  since  school  was  organized 61 

Number  of  these  w'lo  have  attended  college 21 


EDUCATION  IN  INDIANA. 


376 


MiDDLETOWN  HiGH  SCHOOL. 


376  EDUCATION  IN  INDIANA. 


MISHAWAKA  HIGH  SCHOOL. 
B.  J.  Bogue,  Superintendent 

Organized,  1862.    Commissioned,  1878. 

Superintendents,  with  dates  of  service: 

Mr.  E.  Sumption 1869-1873 

E.  S.  Hallecli 1873-1877 

E.  Whipple 1877-1879 

W.  H.  Fertich 1879-1883 

Elias  Boltz 1883-1887 

B.  J.  Bogue 1887-1903 

J.  P.  Nuner 1903-1904 

Principals  and  assistants: 
Geo.  L.  Harding. 

B.  J.  Bogue. 
H.  G.  Long. 

Mrs.  C.  V.  Sherwood. 
Geo.  A.  Powles. 
Miss  Olive  Batman. 
Chas.  Dolan. 
Mary  D.  Welch. 
High  school  teachers  and  subjects  they  teach: 
Eyangeline  Abbey,  Science. 

C.  E.  White,  Mathematics. 
Marie  Simpson,  English. 

Mary  D.  Welch,  principal,  Language. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent. 

$795. 
Training  of  teachers: 

Mary  D.  Welch,  Olivet,  Mich. 

Evangeline  Abbey,  Olivet,  Mich. 

Marie  Simpson,  Olivet,  Mich. 

C.  E.  White,  Indiana  University. 

J.  F.  Nuner,  Indiana  State  Normal;    1  year  at  Indiana  University: 
2  years  at  Chicago  University. 

Our  grade  teachers  are  principally  high  school  graduates. 

Enrollment  in  high  school 99 

Total  enrollment  in  grades  and  high  school 1,024 

Number  of  girls  graduated  last  year  (1903) 7 

Number  of  boys  graduated  last  year  (1903) 3 

Number  in  this  class  that  went  to  college 3 

Number  of  graduates  since  school  .was  organized 190 

Number  of  these  who  have  attended  college 50 


EDUCATION  IN  INDIANA. 


3YY 


MiSHAWAKA  High  School. 


3Y8  EDUCATION  IN  INDIANA. 


MITCHELL  HIGH  SCHOOL. 

J.  L.  Claiiser,  Superiutendent. 

Organized,  18G9.    Commissioned,  1879. 
Superintendents : 

J.  C.  McLaughlin. 

J.  P.  Funk. 

R.  A.  Ogg. 

D.  W.  Allen. 

A,  H.  Hastings. 

H.  T.  Pickle. 

C.  W.  McCluie. 
Mr.  Lugenbiel. 

A.  E.  Soutlierland. 
Ella  Munson. 

D.  H.  Ellison. 
Mrs.  Kate  Gilbert. 

E.  L.  Hendricks. 
J.  L.  Clauser. 

Can  not  give  dates  of  services  of  each. 
Principals  and  assistants: 

Ed  Odonnel. 

Hugh  Holmes. 

Nora  Williams. 

Clara  Mitchell, 

J.  P.  Callahan. 

Frank  A.  Wood. 

Robert  Tirey. 

Charles  D.  Mclntire. 
High  school  teachers  and  subjects  they  teach: 

Robert  Tirey,  Latin  and  English. 

Charles  D.  Mclntire,  Science  and  History. 

J.  L.  Clauser,  Mathematics. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$646. 
Training  of  teachers: 

J.  L,  Clauser,  Superintendent,  graduate  Indiana  State  Normal  School. 

Robert  Tirey,  Principal,  graduate  Southern  Indiana  Normal  School, 
undergraduate  Indiana  University. 

Charles  D,  Mclntire,  undergraduate  Soxithern  Indiana  Normal  School 
and  Valparaiso,  1  year  in  former,  10  weeks  in  latter;  graduate 
Voris  Business  College. 

Enrollment  in  high  school 45 

Total  enrollment  in  grades  and  high  school 550 

Number  of  girls  graduated  last  year  (1903) 4 

Number  of  boys  graduated  last  year  (1903) 2 

Number  in  this  class  that  went  to  college 1 


EDUCATION  IN  INDIANA. 


379 


Mitchell  High  School. 


MoNON  High  School. 


380  EDUCATION  IN  INDIANA. 


MONON  HIGH  SCHOOL. 

James  H.  Shaffer,  Superintendent. 

Organized,  1894.    Commissioned,  1902. 
Superintendents,  with  dates  of  service: 

Wm.  M.  Sheets 1894-1896 

James  H.  Shaffer 1896-1904 

Principals  and  assistants: 

James  H.  Shaffer. 

John  G.  York. 

H.  M.  Appleman. 

Mrs.  Nona  Kent. 

Miss  Fredrica  R.  Tucker. 

Miss  Belle  Jones. 

Clyde  C.  Tull. 

Charles  J.  Carpenter. 
High  school  teachers  and  subjects  they  teach: 

James  H.  Shaffer,  Physics,  Zoology. 

Chas.  J.  Carpenter,  Mathematics  and  Latin. 

Miss  Agnes  Carr,  English  and  History. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$606.66%. 
Training  of  teachers: 

James  H.  Shaffer,  five  terms  DePauw  University;  three  terms  Indi- 
ana State  Normal  School. 

Chas.  J.  Carpenter,  graduate  State  Normal  School. 

Miss  Agnes  Carr,  graduate  of  Glendale  College;  nearly  one  year  in 
Chicago  University. 

Enrollment  in  high  school 60 

Total  enrollment  in  grades  and  high  school 314 

Number  of  girls  graduated  this  year  (1903) 11 

Number  of  boys  graduated  last  year  (1903) 5 

Number  in  this  class  that  went  to  college 3 

Number  of  graduates  since  school  was  organized 55 

Number  of  these  who  have  attended  college 11 


EDUCATION  IN  INDIANA. 


381 


MONTPELIER  HIGH  SCHOOL. 
L.  E.  Kelly,  Superintendent. 
Organized,  1895.    Commissioned,  1898. 
Superintendents,  with  dates  of  service: 

L.  E.  Kelly 

Principal: 

John  W.  Holdeman. 
High  school  teachers  and  subjects  they  teach: 

John  W.  Holdeman,  Mathematics  and  History. 

John  D.  Gabel,  Science. 

Clarice  M.  Lytle,  Latin  and  English. 

Caroline  English,  Music. 


1895-1904 


MoNTPELiER  High  School. 

Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$677.50. 
Training  of  teachers: 

L.  E.  Kelly,  Graduate  Indiana  State  Normal. 

John  W.  Holdeman,  graduate  Indiana  State  Normal. 

John  D.  Gabel,  graduate  Hanover  College. 

Clarice  M.  Lytle,  graduate  Northwestern. 


382  EDUCATION  IN  INDIANA. 

Enrollment  in  high  school 115 

Total  enrollment  in  grades  and  high  school 787 

Number  of  girls  graduated  last  year  (1903) 3 

Number  of  boys  graduated  last  year  (1903) 0 

Number  in  this  class  that  went  to  college 1 

Number  of  graduates  since  school  was  organized 24 

Number  of  these  who  have  attended  college C 

MONTICELLO  HIGH  SCHOOL. 

J.  W.  Hamilton,  Superintendent. 

Organized,  1870.    Commissioned,  1887. 
Superintendents,  with  dates  of  service: 

J.  G.  Royer 1879-1884 

Wm.  Sinclair 1884-1885 

B.  F.  Moore 1885-1890 

J.  W.  Hamilton 1890-1904 

Principal : 

Lewis  E.  Wlieeler,  principal. 
High  school  teachers  and  subjects  they  teach: 

Lewis  E.  Wheeler. 

Harriet  Harding,  English. 

Genevieve  Williams,  Latin, 

Mabel  Rothroclv,  History  and  German. 

Clinton  Routh,  Music. 

Frances  Westfall,  Art. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$710. 
Training  of  teachers: 

Lewis  B.  Wheeler,  graduate  State  Normal,  undergraduate  State  Uni- 
versity. 

Harriet  Harding,  A.B.,  graduate  DePauw,  seven  years'  experience. 

Genevieve  Williams,    undergraduate   DePauw,    seven   years'   experi- 
ence. 

Mabel  Rothrock,  A.B.,  graduate  Indiana  University,  two  years'  ex- 
perience. 

Clinton   Routh,    private   school   and   student   Northwestern    College, 
three  years'  experience. 

Frances  Westfall,  student  Art  Institute,  Chicago,  five  years'  experi- 
ence. 

Enrollment  in  high  school 173 

Total  enrollment  in  grades  and  high  school 700 

Number  of  girls  graduated  last  year  (1903) 13 

Number  of  boys  graduated  last  year  (1903) 14 

Number  in  this  class  that  went  t©^college 9 

Number  of  graduates  since  school  was  organized 214 

Number  of  these  who  have  attended  college 50 


EDUCATION  IN  INDIANA 


,^83 


MUOilESVlLLE  HIGH  SCHOOL. 

W.  C.  PidgGon,  Superintendent. 

Organized,  1895.    Commissioned,  1895. 
Superintendents,  with  dates  of  service: 

G.  B.  Coffman 1895-1899 

Alaslva  E'aton 1899-1903 

W.  C.  Pidgeon 1903-1904 

Principals  and  assistants: 

Carrie  Scott 1899-1903 

Flora  M.  Guyer 1903-1904 

High  school  teachers  and  subjects  they  teach: 

W.  C.  Pidgeon,  Science,  English  and  History. 
Flora  M.  Guyer,  Latin,  Mathematics  and  History. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$569. 
Training  of  teachers: 

W.  C.  Pidgeon,  A.M.,  Indiana  University. 
Flora  M.  Guyer,  B.L.,  Franklin  College. 

Enrollment  in  high  school 60 

Total  enrollment  in  grades  and  high  school 375 

Number  of  girls  graduated  last  year  (1903) 3 

Number  of  boys  graduated  last  year  (1903) 2 

Number  of  each  in  this  class  that  went  to  college 0 

Number  of  graduates  since  school  was  organized No  data 

Number  of  these  who  have  attended  college 20 


384  EDUCATION  IN  INDIANA. 

MT.  VERNON  HIGH  SCHOOL. 

Edward  G.  Bauman,  Superintendent. 

Organized,  1871.    Commissioned,  1890. 
Superintendents,  with  dates  of  service: 

A.  J.  Snoke 1870-1874 

Alfred  Kummer , 1874-1876 

E.  S.  Clark 1876-1879 

W.  I.  Davis 1879-1882 

P.  P.  Stultz 1882-1889 

H.  P.  Leavenworth 1889-1896 

Edwin  S.  Monroe 1896-1903 

Edward  G.  Bauman 1903-1904 

Principals  and  assistants: 
Alice  Choate, 
Florence  Hawley. 
J.  W.  Hiatt 
W.  S.  Bushnell. 
Thomas  Orr. 
M.  J.  Conine. 
Rebecca  Portens. 
G.  H.  Welker. 
O.  L.  Sewall. 
T.  W.  Thomson. 
R.  O.  Cavanah. 

B.  S.  Monroe. 
Charles  Pulliam. 
L.  P.  Doerr. 

E.  G.  Bauman. 

G.  W.  Bishop. 
High  school  teachers  and  subjects  they  teach: 

George  W.  Bishop,  Chemistry  and  Latin. 

T.  H.  Stonecipher,  Mathematics. 

M.  Abigail  Smith,  History,  Stenography,  Typewriting. 

Flora  Heidel,  German  and  Latin. 

Helen  A.  Sullivan,  English. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$775. 
Training  of  teachers: 

Edward  G.  Bauman,  Ph.B.,  A.M.,  Illinois  Wesleyan  University. 

George  W.  Bishop,  undergraduate  Illinois  University. 

M.  Abigail  Smith,  undergraduate  Indiana  State  Normal. 

T.  H.  Stonecipher,  undergraduate  Ewing  College  and  Indiana  Uni- 
versity. 

Flora  Heidel,  A.B.,  CentraUWesleyan  College. 

Helen  A.  Sullivan,  A.B.,  University  of  Michigan. 

Enrollment  in  high  school 140 

Total  enrollment  in  grades  and  high  school 1,100 

Number  of  girls  graduated  last  year  (1903) 7 


EDUCATION  IN  INDIANA. 


385 


Number  of  boys  graduated  last  year  (1903) 5 

Number  in  this  class  that  went  to  college 4 

Number  of  graduates  since  school  was  organized 354 

Number  of  these  who  have  attended  college 104 


vfllHuHlli 

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Mt.  Vernon  High  School. 

MUNCIE  HIGH  SCHOOL. 
George  L.  Roberts,  Superintendent. 

Organized,  18G8.    Commissioned,  — . 

Superintendents,  with  dates  of  service: 

Charles  R.  Payne 1866-1867 

H.  S.  McRea 1867-1881 

F.  M.  Allen 1881-1882 

H.  S.  McRae 1882-1883 

John  M.  Bloss 1883-1887 

W.  R.  Snyder 1887-1903 

George  L.  Roberts 1903-1904 

25— Education. 


386  •  EDUCATION  IN  INDIANA. 

Principal: 

Ernest  P.  Wiles. 
High  school  teachers  and^subjects  they  teach: 

Mrs.  M.  I.  Ivins,  Mathematics. 

Emma  Cammack,  Latin  and  English. 

L.  H.  Pittinger,  English. 

William  Thrush,  Latin. 

H.  S.  Peacock,  History. 

A.  L.  Murray,  English. 

J.  F.  Bower,  Commercial. 

W.  I.  Underback,  Science. 

Cyrus  Rector,  Science. 

S.  I.  Conner,  Reading. 

Alma  Burton,  German  and  French. 

J.  O.  Potter,  Mathematics. 
Average  yeai'ly  salary  of  high  scliool  teachers,  including  superintendents, 

$796. 
Training  of  teachers: 

No  data  given. 

Enrollment  in  high  school 346 

Total  enrollment  in  grades  and  high  school 3,918 

Number  of  girls  graduated  last  year  (1903) 28 

Number  of  boys  graduated  last  year  (1903) 9 

Number  in  this  class  that  went  to  college 6 

Number  of  graduates  since  school  was  organized 643 

Number  of  these  who  have  attended  college. 135 

McCORDSVILLE  HIGH  SCHOOL. 
W.  B.  Stookey,  Superintendent. 

Organized,  1880.    Commissioned,  1897. 

Superintendents,  witli  dates  of  service: 

W.  B.  Stookey 1897-1904 

Principals  and  assistants: 

Peter  Hinds 1897-1898 

Mr.  Bowman 1898-1899 

Claude  Brown 1899-1900 

B.  W.  Forkner 1900-1901 

O.  L.  Morrow 1901-1903 

Will  Scott 1903-1904 

High  school  teachers  and  subjects  they  teach: 

Peter  Hinds,  Latin. 

W.  B.  Stookey,  teaches  7  classes. 

Will  Scott,  teaches  8  classes. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent. 

$580. 
Training  of  teachers ; 

W.  B.  Stookey,  graduate  Indiana  State  Normal. 

Will  Scott,  3  years  Indiana  State  Normal. 


EDUCATION  IN  INDIANA. 


38Y 


Enrollment  in  high  school 24 

Total  enrollment  in  grades  and  high  school 144 

Number  of  girls  graduated  last  year  (1903) 3 

Number  of  boys  graduated  last  year  (1903) .  , 3 

Number  in  this  class  that  went  to  college 2 

Number  of  graduates  since  school  was  organized 53 

Number  of  these  who  haA-e  attended  college 24 


MCCORDSVILLE  HlGH   SCHOOL. 


NAPPANEE  HIGH  SCHOOL. 

S.  W.  Baer,  Superintendent. 

Organized,  1895.    Commissioned,  1898. 
Superintendents,  with  dates  of  service: 

S.  W.  Baer 

Principals  and  assistants: 

Olive  A.  Voliva. 

George  W.  Bailor,  assistant. 


,1895-1904 


388  EDUCATION  IN  INDIANA. 

High  school  teachers  and  subjects  they  teach: 

S.  W.  Baer,  German,  History,  Psychology. 

Olive  A.  Yoliva,  Latin  and  English. 

George  W.  Bailor,  Science  and  Mathematics. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$740. 
Training  of  teachers: 

S.  W.  Baer,  Ph.B.,  A.M.,  DePauw  University. 

Olive  Voliva,  Ph.B.,  DePauw  University. 

George  W.  Bailor,  A.B.,  I)el*auw  University. 

Enrollment  in  high  school 05 

Total  enrollment  in  grade  and  high  school 492 

Number  of  girls  graduated  last  year  (1903) 5 

Number  of  boys  graduated  last  year  (19'03) 7 

Number  in  this  class  that  went  to  college (J 

Number  of  graduates  since  school  was  organized 59 

Number  of  these  who  have  attended  college 10 

NEW  ALBANY  HKiH  SCHOOL. 
Charles  A.  Prosser.  Superintendent. 

Organized,  1853.    Commissioned,  1873. 

Superintendents,  with  dates  of  service: 

Chas.  Barnes 185li-1857 

Jas.  G.  May 1857-1859 

Geo.  P.  Brown 1804-1805 

Dr.  E.  Newland 1805-1870 

J.  K.  Walts 1870-1872 

H.  B.  Jacobs 1872-1883 

Chas.  F.  Coffln 1883-1880 

J.  B.  Starr 1880-1891 

W.  H.  Hershman 1894-1899 

C.  A.  Prosser 1899-1904 

Principals  and  assistants: 
George  H.  Harrison. 
Charles  Barnes. 
Jas.  G.  May. 
O.  V.  Towsley. 
Geo.  P.  Brown. 
F.  L.  Morse. 
J.  B.  Reynolds. 
Jacob  K.  Walts. 
John  M.  Bloss. 
W.  W.  Grant. 
E.  S.  Wellington. 
George  P.  AVeaver. 
Mrs.  J.  M.  Lindley. 
R.  A.  Ogg. 
J.  P.  Funk. 
H.  A.  Buerk. 
W.  O.  Vance  (colored). 


EDUCATION  IN  INDIANA. 


389 


'  /•li±±iUEBihl  ^  bb 


390  EDUCATION  IN  INDIANA. 

High  school  teachers  and  subjects  they  teach: 

H.  A.  Biierk,  Mathematics. 

Alice  Funk,  Botany,  Physiology  and  Biology. 

Mrs.  M.  H.  Shrader,  Latin,  History,  Greek. 

Frances  Fawcett,  Literature  and  Roman  History. 

George  Kahl,  English  and  Greek  History. 

Edwin  Kahl,  Physics,  Matliematics  and  Civil  Government. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$829. 
Training  of  teachers: 

H.  A.  Buerk,  graduate  Harvard;   2  years  Indiana  University. 

Edwin  Kahl,  2  years  DePauw;   graduate  of  Indiana  University. 

George  Kahl,  graduate  Indiana  State  Normal;   2  years  Indiana  Uni- 
versity. 

Alice  Funk,  graduate  Lebanon  (Ohio)  Normal;    5  summers  Chicago 
University. 

Mrs.  M.  H.  Shrader,  graduate  DePauw  Female  Seminary. 

Frances  Fawcett,  graduate  DePauw  Female  Seminary. 

Enrollment  in  high  school 275 

Total  enrollment  in  grades  and  high  school 3,400 

Number  of  girls  graduated  last  year  (1903) 20 

Number  of  boys  graduated  last  year  (1903) 14 

Number  in  this  class  that  went  to  college 7 

Number  of  graduates  since  school  was  organized 1,250 

Number  of  these  who  have  atetnded  college 125 

NEW  AUGUSTA  HIGH  SCHOOL. 
John  Shipman,  Superintendent. 

Organized,  1889.    Commissioned,  1899. 

Superintendents,  with  dates  of  service: 

J.  A.  Swan 1889-1891 

B.  F.  Sisk 1891-1892 

E.  L.  Maines 1892-1893 

J.  A.  Swan 1893-1894 

F.  0.  Senour 1894-1890 

H.  C.  Berry 1896-1900 

F.  C.  Senour 1900-1902 

John  Shipman 1902-1904 

Principal: 

F.  C.  Senour. 
High  school  teachers  and  subjects  they  teach: 

John  Shipman,  Mathematics,  Physics,  German. 

F.  C.  Senour,  English.  History,  Latin  and  Botany. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent. 

$550. 
Training  of  teachers: 

John  Shipman,  undergraduate  State  University;   undergraduate  Pur- 
due University. 

F.  C.  Senour,  undergraduate  State  University. 


EDUCATION  IN  INDIANA. 


391 


Enrollment  in  high  school 38 

Total  enrollment  in  grades  and  high  school 120 

Number  of  girls  graduated  last  year  (1903) 3 

Number  of  boys  graduated  last  year  (1903) 2 

Number  in  this  class  that  went  to  college 3 

Number  of  graduates  since  school  was  organized 39 

Number  of  these  who  have  attended  college 18 


1% 

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*>        B  H  '      ^ 

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11 

i 

New  Augusta  High  School. 


392  EDUCATION  IN  INDIANA. 

NEW  CASTLE  HIGH  SCHOOL. 

J.  C.  Weir,  Sux)eriiiteiideiit. 

Organized,  1873.    Commissioned,  1883. 
Superintendents,  witii  dates  of  service: 

George  W.   Hutford 1870-187G 

William  McK.  Blaise 187G-1879 

William  A.  Moore 1879-1881 

J.  W.  Caldwell 1881-1881 

Henry  Gunder • 1881-1883 

C.   AV.  Harvey 1883-1887 

W.   D.  Kerlin 1887-1888 

J.   C.  Wier 1888-1904 

Principals  and  assistants: 

Joseph  Dobell 187G-1878 

Wm.  A.  Moore 1878-1879 

George   Vinnedge : 1879-1881 

John  O.   Reid 1881-1882 

Frank   Norris 1882-1883 

Jno.  Schurr 1883-1885 

*  Pheriba  White 1885-1887 

Carrie  Furber 1887-1888 

Mary  I.  Root 1888-1890 

^      Rose  R.  Mikels 1890-1904 

High  school  teachers  and  subjects  they  teach: 
Robert  McDil,  Mathematics. 
Charles  Chambers,  Science. 
Mary  Meek,  German  and  History. 
Wannetah  McCampbell,  English  and  Civics. 
Abbie  J.  Schrock,  Drawing. 
Rose  R.  Mikels,  Latin  and  English  Literature. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent. 

$745. 
Training  of  teachers: 

J.  C.  Wier,  A.  M.,  Indiana  University. 
Rose  R.  Mikels,  A.  M.,  De  Pauw  University. 
Robert  McDill,  A.  M.,  Indiana  University. 
Charles  O.  Chambers,  A.  M.,  Indiana  University. 
Mary  Meek,  A.  B.,  Indiana  University. 
Wannetah  McCampbell,  A.  B.,  Indiana  LTniversity. 

Einrollment  in   high   school 145 

Total  enrollment  in  grades  and  high  school 875 

Number  of  girls  graduated  last  year  (1903) 3 

Number  of  boys  graduated  last  yelfi'  (1903) 5 

Number  in  this  class  that  went  to  college 1 

Number  of  graduates  since  school  was  organized 2G5 

Number  of  these  Avho  have  attended  college 41 


EDUCATION  IN  INDIANA. 


393 


394  EDUCATION  IN  INDIANA. 

NEW  HARMONY  HIGH  SCHOOL. 

Joseph  E.  Kelley,  Superintendent. 

Organized,  1S72.    Commissioned,  1882. 
Superintendents,  with  dates  of  service: 

0.   H.   AVood 1882-1886 

J.  W.  McCormielv 1886-1888 

C.  L.  Hopper ; 1888-18^ 

C.   H.   Wood 1892-1895 

H.  W.  Monical 1895-1899 

Joseph  E.  Kelley 1899-1904 

High  school  teachers  and  subjects  they  teach: 
Dora  Carver  De  Lay,  Latin  and  Science. 
Grace  Pote,  Literature  and  History. 
Ida  Stallings,  Algebra. 
Joseph  E.  Kelley. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$737.50. 
Training  of  teachers: 

Dora  Carver  De  Lay,  Indiana  UniversitJ^ 

Enrollment  in  high  school 61 

Total  enrollment  in  grades  and  high  school 328 

Number  of  girls  graduated  last  year  (1903) 5 

Number  of  boys  graduated  last  year  (1903) 2 

Number  in  this  class  that  went  to  college 2 

Number  of  graduates  since  school  was  organized 218 

Number  of  these  who  have  attended  college 52 

NEWPORT  HIGH   SCHOOL. 
J.  W.  Kendall,  Superintendent. 

Organized,  .    Commissioned,  1899. 

Superintendents,  with  dates  of  service: 

Clyde  L.  Wagner 1898-1900 

J.  W.  Kendall 1900-1904 

Principals  and  assistants: 

Agnes  Pochin 1898-1900 

Mary  K.  Birch 1900-1902 

Edith    Ravenscroft , 1902-1903 

Mary   Campbell .1903-1904 

High  school  teachers  and  subjects  they  teach: 
Mary  Campbell,  Latin  and  English. 
J.  W.  Kendall,  Mathematics,  Science  and  History, 

Average  yearly  salary  of  high  school  teachers,  including  superintendent, 
$650. 

Training  of  teachers: 

Mary  Campbell,  A.  B.,  Moores  Hill;   A.  M.,  DePauw. 
J.  W.  Kendall,  graduate  State  Normal;  undergraduate  Indiana  Uni- 
versity. 


EDUCATION  IN  INDIANA. 


395 


396  EDUCATION  IN  INDIANA. 

Eni-ollment  in   high   school 29 

Total  enrollment  in  grades  and  high  school 175 

Number  of  girls  graduated  last  year  (1903) 5 

Number  of  boys  gi-aduated  last  year  (1903) 1 

Number  in  this  class  that  went  to  college 1 

Number  of  graduates  since  school  M'as  organized 18 

Number  of  these  who  have  attended  college 9 


NOBLESVILLE  HIGH  SCHOOL. 
J.  A.  Carnagey,  Superintendent. 

Organized,  1872.     Commissioned,  1881. 

Superintendents,  with  dates  of  service: 

James  A.  Baldwin 1870-1873 

John    Lacy 1873-1874 

E.  E.  Henry 1874-1875 

B.  F.  Owen 1875-187G 

F.  W.  Keubelt 187G-1885 

G.  F.  Kenaslon 1885-1880 

J.  F.  Haines 1889-1903 

J.   A.   Carnagey 1903-1904 

Principals  and  assistants: 

Miss  Annis  Henry,  J.  S.  White,  J.  F.  Haines,   W.  J.  (Jreenwood.  J. 
W.  Hubbard.  Keid  Carr,  F.  L  Jones,  E  A.  Scholtz.  Milton  Gantz, 
H.  W."  Thompson,  W.  O.  Bowers,  W.  M.  Caylcr. 
High  school  teachers  and  subjpcts  tliey  teach: 

Will  M  Caylor,  principal.  Algebra  and  Latin. 

Clara  Brown,  English. 

Clara  O'Neal,  Latin. 

Florence  Morgan,  History. 

A.  J.  Burton,  Science. 

E.  E.  Fitzpatrick,  Mathematics. 

W.  J.  Stabler,  Music. 
Average  yearly  salary  of  high  school  teachers,  including  suiierintendent, 

$640. 
Training  of  teachers: 

J.  A.  Carnagey,  A.  M.,  Hanover. 

W.  M.  Caylor,  Indiana  State  Normal. 

Clara  BrOwn,  A.  B.,  Earlham. 

Clara  O'Neal,  A.  B.,  Earlham. 

A.  J.  Burton,  senior  Indiana  University. 
*;       E.  E.  Fitzpati-iclv,  junior  Indi-ma  University. 

Florence  T.  Morgan,  senior  Indiana  University. 

Enrollment  in  high  school 210 

Total  enrollment  in  grades  and  hl^h  school 1.240 

Number  of  girls  gi"aduated  last  year  (1903) 15 

Number  of  boys  graduated  last  year  (1903) 17 

Number  in  this  class  that  went  to  college 6 

Number  of  graduates  since  school  was  organized 389 

Number  of  these  who  have  attended  college 90 


EDUCATION  IN  INDIANA. 


397 


NORTH  JUDSON  HIGH  SCHOOL. 

C.  F.  Blue,  Superintendent. 

Organized,  1889.    Commissioned,  1899. 
Superintendents,  with  dates  of  service: 

W.   R.   Murphy 1889-1892 

J.   K    Lung- 1892-1894 

C.  S.  Smith 1894-1896 

J.  S.  Ragsdale 1896-1898 

A.  E.  Murphy 1900-1901 

O.  O.  Whitenaclv 1901-1903 

C.    F.    Blue 1903-1904 

Principals  and  assistants: 

Mr.  Redmond -1900 

Florence   Knipe 1900-1903 

High  school  teacliers  and  subjects  they  teach: 

No  data. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

lh642. 
Training  of  teachers: 

C.  F.  Blue,  Michigan  Military  Academy;  graduate  Tri-State  Normal. 

Enrollment    in   high   school 38 

Total  enrollment  in  grades  and  high  school 295 

Numher  of  girls  graduated  last  year  (1903) None 

Number  of  boys  graduated  last  year  (1903) 3 

Number  in  this  class  that  went  to  college 2 

Number  of  graduates  since  school  Avas  organized 46 

Number  of  these  who  have  attended  college 27 


NOBLESVILLE  HiGH  SCHOOL. 


398  EDUCATION  IN  INDIANA. 

^         NORTH  MANCHESTER  HIGH  SCHOOL. 

Charles  F.  Miller,  Superintendent. 

Organized,  1882.    Commissioned,  1894. 
Superintendents,  with  dates  of  service: 

Walter  Irwin 1894-1898 

H.   S.  Hippenstell 1898-1903 

Charles  F.  Miller 1903-1904 

Principal: 

A.  H.  Symons. 
High  school  teachers  and  subjects  they  teach: 

A.  H.  Symons,  Science. 

Ella  Lorm,  Emglish  and  History. 

Ora  J.  Brookover,  Latin. 

Minnie  R.  Laver,  Art. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$725. 
Training  of  teachers: 

Charles  F.  Miller,  A,  B.,  DePauw  University. 

A.  H.  Symons,  B.  S.,  Earlham  College. 

Ora  J.  Brookover,  A.  B.,  Wittenberg. 

Ella  Lorm,  A.  B.,  Chicago  University. 

Enrollment  in   high  school 90 

Total  enrollment  in  grades  and  high  school 500 

Number  of  girls  graduated  last  year  (1903) 7 

Number  of.  boys  graduated  last  year  (1903) 7 

Number  in  this  class  that  went  to  college 7 

Number  of  graduates  since  school  was  organized 170 

Number  of  these  who  have  attended  college 65 

NORTH  VERNON  HIGH  SCHOOL. 

George  P.  Weedman.  Superintendent. 

Organized,  187(5.     Commissioned,  1887. 

Superintendents,  with  dates  of  service: 

J.    W.    Stout 1876-1877 

A.   W.    Dunkle 1877-1879 

AVilliam    Isley 1879-1881 

C.  D.  Bogart 1881-1883 

Amos    Sanders 1883-1887 

Charles  N.  Peake 1887-1891 

Horace  Ellis 1891-1895 

Lena  M.  Foster 1895-1898 

Curtis  B.   Newsom 1898-1901 

George  P.  Weedman .1901-1904 

Principals  and  assistants: 

Charles  E.  McClintock,  principal. 
Elias  Brewer,  assistant  principal. 


EDUCATION  IN  INDIANA 


399 


400  EDUCATION  IN  INDIANA. 

High  school  teachers  and  subjects  they  teach: 
George  P.  AVeedman,  Latin  and  Physics. 
Charles  E.  McClintoclv,  History  and  Mathematics. 
Elias  Brewer,  English  and  Latin. 
Average  yearly  salary  of  high  school  teachers,  incUuling  superintendent, 

$813. 
Training  of  teachers: 

George  P.  Weedman,  A.  B.,  Indiana  University;  graduate  Danville 
Norma). 
C.  E'.  McClintock,  principal  high  school,  undergraduate  Indiana  Uni- 
versity, one  year  a  student  there;  one  year  a  student  in  Franklin 
College. 
Elias  Brewer,  A,  B.,  Indiana  University:  six  years  student  of  Indiana 
University;  one  year  student  State  Normal. 

Enrollment   in    high    school 101 

Total  enrollment  in  grades  and  high  school 590 

Number  of  girls  graduated  last  year  (1003) 4 

Number  of  boys  graduated  last  year  (1003) 4 

Number  in  this  class  that  went  to  college 2 

Number  of  graduates  since  school  was  organized 17(5 

Number  of  these  who  have  attended  college 50 

OAKLAND  CriY  HIGH  SCHOOL. 
K.   J.    Dearborn,    Superintendent. 

Organized,  1875.  Commissioned,  188C. 

Superintendents,  with  dates  of  service: 

Lee  Tomlin 1873-1881 

Robert    Duncan '. 1881-1883 

N.    C.   Johnson 1883-1888 

J.   M.   Robinson 1888-1800 

Joseph  Johnson 1800-1801 

J.  L.  Price 1801-1803 

James  H.  Henry 1803- 

P.  D.   Churchill 1803-1000 

J.   F.   Worsham 10nO-lJK)2 

R.  J.  Dearborn 1002-1004 

Principal: 

A.  G.  Cato. 

High  school  teachers  and  subjects  they  teach: 

A.  G.  Cato,  Mathematics,  Latin  and  Physics. 

Virginia  Carr,  English,  Music,  Booklveeping,  Physical  (Geography. 

R.  J.  Dearborn,  Botany,  History,  Physiology. 

Average  yearly  salary  of  higli  school  .teachers,  including  superintendent. 
$8(>0. 

Training  of  teachers: 

A.  G.  Cato,  A.  B.,  Oakland  City  College;    one  term  Chicago  Univer- 
sity; life  State  license. 
Virginia  Carr,  Ph.  B.,  DePauw  University. 

R.  J.  Dearborn,  A.  B.,  Indiana  University:  graduate  Indiana  State 
Normal  School. 


EDUCATION  IN  INDIANA 


401 


26— Education. 


402  EDUCATION  IN  INDIANA. 

Enrollment   in   high  school 69 

Total  enrollment  in  grades  and  high  school 500 

Number  of  girls  graduated  last  year  (1903) None 

Number  of  boys  graduated  last  year  (1903) 4 

Number  in  this  class  that  went  to  college None 

Number  of  gi'aduates  since  school  was  organized 128 

Number  of  these  who  have  attended  college 20 


ODON  HIGH  SCHOOL. 

F.  M.  McConnell,  Superintendent. 

Organized,  1894.     Commissioned,  1902. 

H.  H.  Clark 1894-1896 

S.  W.  Satterfield 1896-1899 

Wm.   Abel 1899-1902 

E.  W.  Bennett 1902-1903 

F.  M.  McConnell 1903-1904 

Principals  and  assistants: 

J.   S.  Hubbard 1896-1897 

Charles    Brooks 1899-1900 

J,  W.  Satterfield 1900-1901 

E.  W.  Bennett 1901-1902 

Clarice  Courtney,  assistant l'jOl-1902 

Edna  Scomp,  assistant 1902-1903 

A.  T.  Mayfield 1903-1904 

Fannie  O'Dell,  assistant , 1903-1904 

High  school  teachers  and  subjects  they  teach: 

F.  M.  McConnell,  History,  Physics,  Algebra. 

A.  T.  Mayfield,  Latin,  Literature,  Geometry,  Botany. 

Fannie  O'Dell,  Latin,  Algebra,  Physics. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent. 

$506. 
Training  of  teachers: 

F.  M.  McConnell,  Indiana  State  Normal. 

A.  T.  Mayfield,  Indiana  State  Normal. 

Fannie  O'Dell,  Indiana  State  Normal. 

Enrollment  in  high  school 42 

Total  enrollment  in  grades  and  high  school 275 

Number  of  girls  graduated  last  year  (1903) 4 

Number  of  boys  graduated  last  year  (1903) 4 

Number  in  this  class  that  went  to  college 0 

Number  of  graduates  since  school  was  organized No  record 

Number  of  these  who  have  attended  college No  record 


EDUCATION  IN  INDIANA. 


403 


Odon  High  School. 


404  EDUCATION  IN  INDIANA. 

ORLEANS  HIGH  SCHOOL. 

M.  S.  Malian,  Superintendent. 

Organized,  18G6.     Commissioned,  1887. 
Superintendents,  witli  dates  of  service: 

John  M.  Bloss 1870- 

Mr.  Allen 

Mr.   Sturgis -1875 

J.   Ralph  Burton 1875-187G 

J.  C.  Chilton 1880-1881 

G.  M.  Scott 1881-1885 

F.  M.  Stalker 1885-188G 

Mr.    Smith 

Mr.    Sutherlin 

Ricliard  Parlv 1887-1888 

Mr.  Belden 

J.   F.   Ingle 18{>0-18m> 

Robert    Troth 18l)()-1898 

C.  E.  Spaulding- 1898-1002 

M.  S.  Mahan KM)2-1!>04 

High  school  teachers  and  subjects  they  teacli: 
M.  S.  Mahan,  Botany,  Algebra,  Geometry. 
■Edith  Vail,  Latin,  Englisli,  Geometry. 
Mabel  Graves,  English,  History,  Civics. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$553. 
Training  of  teachers: 

M.  S.  Mahan,  graduate  Central  Normal  College,  undergraduate  Indi- 
ana University.  . 
Edith  Vnil,  graduate  Indiana  State  Normal. 
Mabel  Graves,  undergraduate  Indiana  Fni versify. 

Enrollment   in    high   school ^ 43 

Total  enrollment  in  grades  and  high  school 350 

Numbpr  of  girls  graduated  last  year  (1903) 3 

Number  of  boys  graduated  last  year  (1903) 1 

Number  in  this  class  that  went  to  college None 

Number  of  graduates  since  school  was  organized 125 

Number  of  these  who  have  attended  college 25 

OXFORD  HIGH   SCHOOL. 
M.  F.  Orear,  Superintendent. 

Organized,  1885.     Commissioned,  1886. 

Superintendents,  with  dates  of  service: 

Alexander  T.  Reid ,. 1880-1888 

Thomas  L.   Harris ? 1888-1889 

M.  F.  Orear 1889-1904 

Principals  and  assistants: 

Nora  E.  Hunter * 1892-1895 

Lura  E.  Grimes 1895-1897 

Elizabeth  Hewson 1897-1900 


EDUCATION  IN  INDIANA. 


405 


Mary  Meek. 

E.  G.  Sutton. 
High  school  teachers  and  subjects  they  teach: 

Mary  Roberts,  Latin. 

Selma  A.  Stemfel,  English  and  German. 

B.  G.  Sutton,  Mathematics  and  Science. 

M.  F.  Orear,  History. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

jf;()i8. 

Training  of  teachers: 

M.  F.  Orear,  M.  E.,  Mt.  Sterling,  Ky..  College;  postgraduate  Indiana 
University,  one  year. 

E.  G.  Sutton,  B.  S.,  Purdue  University. 

Selma  A.  Stempel,  A.  B.,  from  Indiana  University. 

Mary  A.  Roberts,  A.  B.,  from  Indiana  University. 

Enrollment  in  high  school 73 

Total  enrollment  in  grades  and  high  school 307 

Number  of  girls  graduated  last  year  (1903) 12 

Number  of  boys  graduated  last  year  (1903) 6 

Number  in  this  class  that  went  to  college 4 

Number  of  graduates  since  school  Avas  organized 133 

Number  of  these  who  have  attended  college 42 


Paoli  High  School. 


406  EDUCATION  IN  INDIANA. 

PAOLI   HIGH   SCHOOL. 

J.  C.  Brown,   Superintendent. 

Organized,  1873.     Commissioned,  1903. 
Superintendents,  with  dates  of  service: 

J.  J.  Copeland 1902-1903 

{Principals  and  assistants: 

Bertha  Lingle,  principal. 

Ivin  Batcheor,  assistant. 
High  school  teachers  arid  subjects  they  teach: 

J.  O.  Bown,  Mathematics  and  Literature. 

Bertha  Lingle,  History,  Latin,  Civics,  Literature. 

J.  W.  Simmons,  First  Mathematics,  Physical  Geography. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$520. 
Training  of  teachers: 

J.  C.  Brown,  graduate  Hanover  College;  special  work  Chicago  Uni- 
versity. 

Bertha  Lingle,  graduate  Indiana  University. 

J.  W.  Simmons,  Danville  Normal. 

Enrollment  in  high  school 48 

Total  enrollment  in  grades  and  high  school 267 

Number  of  girls  graduated  last  year  (1903) 2 

Number  of  boys  gi-aduated  last  year  (1903) 4 

Number  in  this  class  that  went  to  college 1 

Number  of  graduates  since  school  was  organized 153 

Number  of  these  who  have  attended  college 51 


PENDLETON  HIGH  SCHOOL. 

E.   D.  Allen,   Superintendent. 

Organized,  1882.     Commissioned,  18§6. 
Superintendents,  with  dates  of  service: 

P.  A.  Randall 1882-1885 

A.  J.  Reynolds •. 1885-1887 

J.  D.  White 1887-1892 

E.  D.  Allen , 1892-1904 

I*rincipals  and  assistants: 

H.  F.  Hunt. 

Grace  Smith. 

G.  L.  De  Vilbiss. 

S.  B.  Walker. 

Blanche  P.  Noel. 
High  school  teachers  and  subjects  they  teach: 

E.  D.  Allen,  superintendent," -Science. 

George  L.  De  Vilbiss,  principal.  Mathematics. 

S.  B.  Walker,  English  and  History. 

Blanche  P.  Noel,  Latin  and  French. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 
$675. 


EDUCATION  IN  INDIANA.  407 

Training  of  teachers: 

E.  D.  Allen,  B.  S.,  Earlham. 

George  L.  De  Vilblss,  A.  B.,  Indiana  University. 

S.  B.  Walker. 

B.  P.  Noel,  A,  B.,  Butler;   A.  M.,  Indiana  University. 

Enrollment  in  high  school 120 

Total   enrollment  in   grades   and   high  school 400 

Graduates  in   1903 19 

Number  who  went  to  college 6 

Total  number  of  graduates 237 

Number  who  have  attended  college 40 

PENNVILLE  HIGH  SCHOOL. 

J.  E.  Beeson,  Superintendent. 

Organized,  1893.     Commissioned,  1901. 
S«uperintendents,  with  dates  of  service: 

W.   T.  Knox '. 3900-1903 

J.  E.  Beeson 1903-1904 

Principals  and  assistants: 

O.    O.    Emmons 1900-1901 

E.  E.  Emmons,  assistant  principal 1900-1904 

Morton  Myers '. .  1901-1903 

B.   B.   Baker 1903-1904 

High  school  teachers  and  subjects  they  teach: 

J.   E.   Beeson,   Political  Economy,   Geometry,  History,    Physics  and 

English  Literature. 
B.  B.  Baker,  American  Literature,  Chemistry,  Latin,  Geometry,  His- 
tory. 
E.  E.  Emmons,  Algebra,  Rhetoric,  Physical  Geography. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$500. 
Training  of  teachers: 

J.  E.  Beeson,  Ph.  B.  and  LL.  B.,  DePauw  University. 
B.  B.  Baker,  A.  B,  Ohio  Normal  University. 
E'.  E.  Emmons,  Marion  Normal. 

Enrollment   in   high   school 38 

Total  enrollment  in  grades  and  high  school 224 

Number  of  girls  graduated  last  year  (1903) 5 

Numoer  of  boys  graduated  last  year  (1903) 4 

Number  in  this  class  that  went  to  college None 

Number  of  graduates  since  school  was  organized 60 

Number  of  these  who  have  attended  college 10 


408  EDUCATION  IN  INDIANA. 


PERU  HIGH  SCHOOL. 

A.  A.  Campbell,  Superintendent. 

Organized,  18(n.     Cojinnissioned, . 

Superintendents,  Avith  dates  of  service: 

G.  G.  Manning 1871-1802 

R.  J.  Stratford 1892-1898 

A.    E.    Malsbury 1898-1901 

A.  A.  Campbell 1901-1904 

Principals  and  assistants: 

Miss  Terry. 

Miss  Brown. 

Mr.  De  Hooper, 

A.  J.  Dipboye. 

AV.  E.  Henry. 

A.  D.  Moffett. 

L.  E.  McCord. 

Mr.  Armstrong. 

Victor  Hedgepeth. 

H.  L.  Hall. 

Ross  Lockridge. 
High  school  teachers  and  subjects  they  teach: 

R.  F.  Lockridge,  History. 

A.  J.  Redman,  Science. 

Thos.  F.  Berry,  Latin. 

Lillian  Bappert,  English. 

Elizabeth  Wilson,  Mathematics. 

George  Demuth,  Science  and  Mathematics. 

Grace  Armitage,  English. 
Average  yearly  salary  of  high  school  teachers.  Including  superintendent. 

$887.50. 
Training  of  teachers: 

A.  A.  Campbell,  University  of  Michigan. 

R.  F.  Lockridge,  Indiana  University. 

A.  J.  Redmond.  Indiana  University. 

Elizabeth  Wilson,  Indiana  University. 

Grace  Armitage,  DePauw  University. 

Lillian  Bappert,  DePauw  University. 

George  Demuth.  DePauw  University. 

Thomas  Berry,  State  Normtil  and  Indiana  University. 

Enrollment  in  high  school 230 

Total  enrollment  in  grades  and  high  school 1,828 

Number  of  girls  graduated  last  year  (1903) 2G 

Number  of  boys  graduated  last,  year  (1903) 18 

Number  in  this  class  that  went  to  college 7 

Numbei*  of  graduates  since  school  was  organized 492 

Number  of  these  who  have  attended  college 60 


EDUCATION  IN  INDIANA.  409 

PETERSBURG  HIGH  SCHOOL. 

Sylvester   Thompson.    Superintendent. 

Organized,  1871.  Commissioned,  1002. 
Superintendents,  with  dates  of  service: 

A.  M.  Bryant 1871-1872 

J.  W.  Wilson 1872-1874 

W.  D.  McSwain ; 1874-1878 

W.    H.    Linlv 1878-1881 

A.  C.  Crouch 1881-1895 

W.  H.  Foreman 1895-1901 

Sylvester  Thompson 1901-1904 

Principals  and  assistants: 

Sylvester  Thompson. 

J.  H.  Risk. 

SVelman  Thrush. 

J.  N.  Risley. 

C.  A.  Coffey. 

Walter  Freanor. 

J.  B.  Clatz. 
High  school  teachers  and  subjects  they  teach: 

Sylvester  Thompson,  Geometry  and  Physics. 

J.  H.  Risley,  Latin,  English  History,  Literature. 

C.  A.  Coft'ey,  Science,  Literature  and  Rhetoric. 

Walter  Treanor,  Algebra. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$077.50. 
Training  of  teachers: 

Sylvester  Thompson,  B.  S.,  Valparaiso. 

J.  N.  Risley,  Indiana  University. 

C.  A.  Coffey,  Indiana  University. 

Walter  Freanor,  undergraduate,  Valparaiso. 

Xuml  ter   in    high   school 70 

Total  enrollment  in  grades  and  high  school 603 

Number  of  girls  graduated  last  year  (19'Jo) 1 

Number  of  boys  graduated  last  year  (190.S) 1 

Number  in  this  class  that  went  to  college None 

Number  of  graduates  since  school  was  organized 75 

Number  of  these  who  have  attended  college 30 

PIERCETON  HIGH  SCHOOL. 
F.  F.  Vale,  Superintendent. 

Organized,  1870.     Commissioned,  1903. 

Superintendents,  with  dates  of  service: 

C.   P.   Hodge 1870-1872 

I.  M.  Gross 1872-1874 

O.  W.  Miller 1874-1875 

John  H.  Lewis 1875-1870 

Mary  Sanders 1876-1877 


410  EDUCATION  IN  INDIANA. 

M.  F.  Scott 1877-1878 

W.  J.   Spear 1878-1881 

Frank  McAlpine 1881-1883 

E.  J.  McAlpine 1883-1887 

Byron   McAlpine 1887-1889 

H.  J.  Gardner 1889-1890 

J.  B.  McDaniel 1890-1892 

H.  E.  Cole 1892-1893 

Wm.   Eisenman 1893-1897 

Chas.  W.  Egner 1897-1903 

F.  F.  Vale 1903-1904 

Principals  and  assistants: 

F.  F.  Vale. 

Bertha  Sweney. 
High  school  teachers  and  subjects  they  teach: 

F.  F.  Vale,  Orthoepy,  Civics,  Geometry,  Algebra,  Latin,  Bookkeeping, 
Physics. 

Bertha    Sweney,    Algebra,    History,    Composition,    Rhetoric,    Music, 
Literature. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$500. 
Training  of  teachers: 

F.  F.  Vale,  National  Normal  University. 

Bertha  Sweney,  undergraduate  Indiana  State  Normal. 

Enrollment  in  high  school 37 

Total  enrollment  in  grades  and  high  school 220 

Number  of  girls  graduated  last  year  (1903) 3 

Number  of  boys  gi'aduated  last  year  (1903) 2 

Number  in  this  class  that  went  to  college 1 

Number  of  graduates  since  school  was  organized 70 

Number  of  these  who  have  attended  college 7 


PLYMOUTH  HIGH  SCHOOL. 

R.  A.  Randall,  Superintendent. 

Organized,  1876.    Corrimissioued,  1880. 
Superintendents,  with  dates  of  service: 

R.  A.  Chase 1871-1903 

R.   A.   Randall 1903-1904 

Principals  and  assistants: 

D.  F.  Redd. 

Emma  Chesney. 

T.  B.  Carey. 
High  school  teachers  and  subjects  they  teach: 

D.  F.  Redd,  Science. 

Emma  Chesney,  Language. 

Alice  Mertz,  English  and  History. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent 


EDUCATION'  IN  INDIANA.  411 

Training  of  teachers: 

D.  F.  Redd,  Ashland,  Ohio,  two  and  one-half  years;  Indiana  State 
Normal,  one  year;  Indiana  University,  one  term. 

diana  University,  one  term. 

E'mma  Chesney,  A.  B.,  Kalamazoo  College. 

Alice  Mertz,  Indiana  State  Normal;  A.  B.,  Indiana  University. 

R.  A.  Randall,  Michigan  State  Normal;  B.  S.,  University  of  Michigan. 

Enrollment  in   high  school 118 

Total  enrollment  in  grades  and  high  school 801 

Number  of  girls  graduated  last  year  (1903) 8 

Number  of  boys  graduated  last  year  (1903) 6 

Number  in  this  class  that  went  to  college 1 

Number  of  graduates  since  school  was  organized 269 

Number  of  these  who  have  attended  college 50 

PORTLAND   HIGH   SCHOOL. 
Hale  Bradt,  Superintendent. 

Organized,  1876.    Commissioned,  1879. 

Superintendents,  Avith  dates  of  service: 

Mr.  Hastings -1878 

W.  C.  Hastings 1878-1880 

Mr.  McAlpine 1880-1881 

Morgan  Caroway 1881-1884 

W.  W.  Wirt 1884-1887 

H.  W.  Bowers 1887-1892 

C.  L.  Hottel 1892-1898 

J.   E.   Neff 1898-1899 

E.  F.  Dyer 1899-1901 

J.  A.  Hill 1901-1902 

Halt  Bradt 1902-1904 

Principals  and  assistants: 

W.  C.  Hastings 

Elwood  Haynes -1884 

Frank  Harris 1884-1885 

K.  Van  Dermarten 1885-1887 

C.  M.  McDaniel 1885-1892 

G.  W.  Meckel 1892-1893 

J.  S.  Axtell , 1893-1894 

J.  E.  Neff 1894-1898 

Mr.  Tyler 1898-1899 

B.  W.  Griffith 1899-1901 

H.  W.  Bowers 1901-1902 

H.  H.  Journay 1902-1904 

High  school  teachers  and  subjects  they  teach: 
H.  H.  Journay,  Mathematics. 
E.  W.  Cox,  History. 
Evelyn  Butler,  English. 
Henrietta  Hyslop,  Language. 
Hale  Bradt,  Science. 


412  EDUCATION  IN  INDIANA. 

Average  yearly  salary  of  high  school  teachers,  iiichiding  superiiitenclent, 

$798. 
Training  of  teachers: 

H.  H.  Journay,  A.  B.,  from  Ohio  Northern  University;    also  three 
j^ears  as  undergraduate  student  at  Indiana  University. 

E.  W.  Cox,  A.B.,  from  Angola  Normal  and  three  years'  work  done  at 

Indiana  University. 
Evelyn  Butler,  A.B.,  from  Butler  College:   two  terms  of  post  graduate 

work  at  Chicago  University  and  AVisconsin  University. 
Henrietta  Hyslop,  A.B.,  from  Indiana  University;  two  terms  of  post 

graduate  work. 

Enrollment  in  high  school 125 

Total  enrollment  in  grades  and  high  school 1,220 

Number  of  girls  graduated  last  year  (19C)3) 17 

Number  of  boys  graduated  last  year  (19Q3) 7 

Number  in  this  class  that  went  to  college 9 

Number  of  graduates  since  school  Avas  organized 247 

Number  of  these  who  have  attended  college 125 

PRINCETON  HIGH   SCHOOL. 
Harold  Barnes,   Superintendent. 

Organized,  1871.     Commissioned,  1892. 

Superintendents,  with  dates  of  service: 

D.  Eckley  Hunter 1871-1874 

A.    J.    Snoke 1874-1890 

F.  B.  Dresslar 1890-1891 

C.  N.  Peak 1891-1903 

Harold  Barnes 1903-1904 

Principals  and  assistants: 
Anna  M.   Small. 
Lizzie  Horney. 
Ella  Waldo. 
M.  O.  Andrews. 
Josephine  Bruce. 
John  A.  Ramsey. 
Lida  Powers. 
Ruth  Gentry. 
Louisa  Koehler. 
S.  P.  McCrea. 
J.  C.  Hall. 
T.  G.  Rees. 
Ida    F.   Welsh. 
F.  B.  Dresslar. 
H.  W.  Monical. 
J.  H.  Edwards. 
Hiram  Huston. 
W.  F.  Book. 
R.  S.  Munford. 


EDUCATION  IN  INDIANA. 


413 


Portland  High  School. 


Princeton  High  School. 


414  EDUCATION  IN  INDIANA. 

High  school  teachers  and  subjects  they  teach: 

R.  S.  Munford,  principal,  Sciences. 

Lillian  Carter,  Latin  and  Botany. 

Agnes  Bross,  German  and  Latin. 

Madeline  Norton,  History. 

Forrest  E.  Lunt,  English. 

Margaret  Morgan,  Mathematics. 

Elma  Boyd,  Commercial  Branches. 

Anna  M.  Lyndall,  Music. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$628.33. 
Training  of  teachers: 

Roderick  S.  Munford,  A.B.,  Monmouth  College. 

Lillian  Carter,  A.B.,  Indiana  University. 

Agnes  Bross,   A.B.,  Wisconsin  University. 

Margaret  Morgan,  A.B.,  Ohio  Wesleyan. 

Forest  E.  Lunt,  A.B.,  Tuft's  College. 

Madeline  Norton,  A.B.,  Indiana  University. 

Elma  Boyd,  graduate  Evansville  Commercial  College. 

Harold  Barnes,  A.B.,  Kansas  University. 

Enrollment  in   high   school 171) 

Total  enrollment  in  grades  and  high  school 1,450 

Number  of  girls  graduated  last  year  (1903) 11 

Number  of  boys  graduated  last  year  (1903) 8 

Number  in  this  class  that  went  to  college 8 

Number  of  graduates  since  school  was  organized 319 

Number  of  those  who  have  attended  college Unknown 

REDKEY  HIGH  SCHOOL. 
J.  E.  Orr,  Superintendent. 

Organized,  1891.     Commissioned,  1899. 

Superintendents,  with  dates  of  service: 

W.  L.  Morgan 1893-1895 

W.    A.    Wirt 1895-1897 

George   Ei.    Dee 1897-1898 

W.    D.    Chambers 1898-1900 

J.  E.  Orr 1900-1904 

Principals  and  assistants: 
W.  A.  Wirt. 
George  E.   Dee. 
G.  V.  Chenoweth. 
C.  E.  Wilson. 
N.  W.  Bortner. 

High  school  teachers  and  subjects  they  teach: 

J.  E.  Orr,  Latin,  Geometry,  English,  History. 

H.  W.  Bortner,  Algebra,  Geometry,  History,  English,  Science. 

Average  yearly  salary  of  high  school  teachers,  including  superintendent, 
$600. 


EDUCATION  IN  INDIANA.  415 

Training  of  teachers: 

J.  E.  OiT,  A.B.,  Central  Normal,  Danville,  and  undergraduate  Uni- 
versity of  Chicago. 

H.  W.  Bortner,  undergraduate  Central  Normal  College,  Danville,  Ind. 

Enrollment  in  high  school 3G 

Total  enrollment  in  grades  and  high  school 421 

Number  of  girls  graduated  last  year  (1903) 4 

Number  of  boys  graduated  last  year  (1903) 0 

Number  in  this  class  that  went  to  college 1 

Number  of  graduates  since  school  was  organized 37 

Number  of  these  who  have  attended  college Unknown 

REMINGTON  HIGH  SCHOOL. 

J.  N.  Spangler,  Superintendent. 

Organized,  1875.     Commissioned,  1888. 
Superintendents,  with  dates  of  service: 

L.    N.    Pouts 1884-1887 

J.  C.  Diclierson 1887-1892 

Alfred  H.  Belden 1892-1893 

Wm.  R.  Murphy 1893-1901 

M.   R.  Marshall .1901-1903 

J.  N.  Spangler 1903-1904 

Principals  and  assistants: 

J.  N.  Spangler 1889-1890 

Mary  A.   Johnson 1890-1892 

Wm.  R.  Murphy 1892-1893 

R.  M.  Vanatta 1893-1895 

Mark    Helm    1895-189G 

John    N,    Johnson 1896-1898 

M.  R.  Marshall .1898-1901 

George   E.    Mitchell 1901-1903 

Ira  B.  Rinker 1903-1904 

High  school  teachers  and  subjects  they  teach: 

J.  N.  Spangler,  Geometry,  Botany  and  Algebra. 
Ira  P.  Rinker,  English,  Chemistry  and  Bookkeeping. 
Louise  Ford,  History  and  Latin. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$638. 
Training  of  teachers: 

J.  N.  Spangler,  A.B.  from  Indiana  University,  and  A.M.  from  Uni- 
versity of  Illinois. 
I.  P.  Rinker,  A.B.,  Indiana  University. 
Louise  Ford,  A.B.,  Earlham  College. 

Enrollment  in  high   school 47 

Total  enrollment  in  grades  and  high  school.  . .  ., 255 

Number  of  girls  graduated  last  year  (1903) 6 

Number  of  boys  graduated  last  year  (1903) 2 

Number  in  this  class  that  went  to  college 2 

Number  of  graduates  since  school  was  organized 127 

Number  of  these  who  have  attended  college 40 


416  EDUCATION  IN  INDIANA. 

RENSSELAER  HIGH  SCHOOL. 

W.  H.  Sanders,  Siiperintendeut. 

Organized,  1877.     Commissioned,  1885. 
Superintendents,  witli  dates  of  service: 

G.   W.  Allen 1877-1880 

Wm.  D.  M.  Hooper 1880-1882 

C.    P.   Mitchell 1882-1884 

P.    N.    Kirsch 1884-1885 

F.  W.  Renbelt 1885-1800 

H.   L.  AVilson 1800-1802 

E.    W.    Bohannon 1802-1805 

W.   H.    Sanders 1805-1004 

Principals  and  assistants: 

Margaret  Hill. 

Edgar   Taylor. 

H.  L.  Wilson. 

S.  E.   Sparling. 

Harry  O.  Wise. 

E.   W.    Retger. 

A.  H.  Pnrdue. 

Thomas   Large. 

E.  O.  Holland. 

L  U.  Warren. 

Wm.  T.  McCoy. 

W.  O.  Hiatt. 
High  school  teachers  and  sub'ects  they  teach: 

W.   O.  Hiatt,  principal.  Mathematics  and  Physics. 

T,  J.  Headlee,  Science. 

E.  E.  P>rooks.  Mathematics. 

H.   H.  Bass,   History. 

Helen  Wasson,  English  and  Latin. 

Etfie  Warvelle,  English. 

Maude  E.  Allen,  Latin  and  German. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent. 

$760.37. 
Training  of  teachers: 

W.  H.  Sanders,  M.A.,  Indiana  University. 

W.  O.  Hiatt,  A.B.,  Indiana  University. 

T.  J.  Headlee,  A.M.,  Indiana  University. 

E.  E.  Brooks,  graduate  State  Normal. 

Miss  Maude  E.  Allen.  A.B,,  Michigan  University. 

Miss  Effle  Warvelle.  B.S.,  University  of  Chicago. 

Miss  Helen  Wasson,  graduate  State  Normal. 

Mr.  H.  H.  Bass,  M.  A.,  Wisconsin  University. 

Enrollment  in   high   school 160 

Total  enrollment  in  graded?  and  high  school 650 

Number  of  girls  graduated  last  year  (1003) 14 

Number  of  boys  graduated  last  year  (1003) 6 

Number  in  this  class  that  went  to  college 2 

Number  of  graduates  since  school  was  organized 213 

Number  of  these  who  have  attended  college 113 


EDUCATIOX  m  INDIANA, 


417 


, Remington  PIigh  School. 


RISING   SUN  HIGH  SCHOOL. 
R.  L.  Thiebaiul,  Superintendent. 

Organized,  1875.     Commissioned,  1889. 

Superintendents,  Avitli  dates  of  service: 

P-  P-  Stultz 1875-1882 

S.    S.   Overholt 1882-1885 

E.    E.    Stevenson 1885-1892 

J.  B.  EVans 1892-1895 

AV.   S.   Rowe 1895-1899 

R.  L.  Thiebaud 1899-1904 

Principal  and  assistant: 

Perry  Canfield,  principal. 

E.  Burke  Elfers,  assistant  principal. 

High  school  teachers  and  subjects  the.v  teach: 

R.  L.  Thiebaud,  superintendent,  Latin  and  Geometry. 
Perry  Canfield,  principal,  English,  Science  and  Latin. 
E.  Burke  Elfers,  assistant  principal.  History,  Algebra  and  English. 

Average  yearly  salary  of  high  school  teachers,  including  superintendent. 
$680. 

27— Educatiov. 


418  EDUCATION  IN  INDIANA. 

Training  of  teachers: 

R,  L.  Thiebaud,  superintendent,  Normal  Training,  two  years;  Uni- 
versity, two  terms;  Moores  Hill  College,  one  terra. 

Perry  Canfield,  principal,  two  years,  college. 

E.  B.  Elfers,  assistant  principal,  university,  four  years. 

Enrollment  in  high  school 80 

Total  enrollment  in  grades  and  high  school 380 

Number  of  girls  graduated  last  year  (1903) 8 

Number  of  boys  graduated  last  year  (1903) 5 

Number  in  this  class  that  went  to  college 3 

Number  of  graduates  since  school  was  organized 248 

Number  of  these  who  have  attended  college 72 


RICHMOND  HIGH  SCHOOL. 
T.  A.  Mott,  Superintendent. 

Organized,  1864.    Commissioned, . 

Superintendents,  with  dates  of  service: 

Josiah  H.  Hurty 1855-1857 

William   D.   Henkle 1857-1858 

George  H.  Grant 18.58-1860 

George  P.  Brown , 1860-1864 

Jesse   H.   Brown 18(54-1865 

Wm.    A.    Bell 1865-1867 

George  P.  Brown 1867-1869 

James  McNeill 1869-1873 

John  Cooper 1873-1881 

Jacob  A.  Zeller 1881-1884 

Justin  Study 1884-1896 

T.  A.  Mott 1896-1904 

High  school  teachers  and  subjects  they  teach: 

D.  R.  Ellabargar,  principal.  Department  of  Mathematics. 

Bertha  E.  Hawkins,  Mathematics. 

F.  K  Torrence,  Mathematics. 

Carolina  Stahl,  Department  of  German. 

Elma  Nolte,  Latin  and  German. 

M.  A.  Stubbs,  Department  of  Latin. 

W,  A.  Fiske,  Department  of  Physical  Sciences. 

Katherine  F.  Schaefer,  English  and  Physical  Sciences. 

J.  F.  Thompson,  Department  of  Biological  Sciences. 

C.  Augusta  Mering,  Department  of  English. 

W.  S.  Davis,  Department  of  History. 

Carrie  Price,  Department  of  Drawing. 

Will  Earhai't,  Department  of  Music. 

Average  yearly  salary  of  high  siiliool  teachers,  including  superintendent, 
$993.56. 

Training  of  teachers: 

Daniel  R.  Ellabarger,  A.  B..  principal,  Indiana  State  University. 
Mary  A.  Stubbs,  A.M.,  Earlham  College. 
Carolina  Stahl,  studied  in  Europe. 


EDUCATION  IN  INDIANA. 


419 


Elma  L.  Nolte,   Ph.B.,   Earlham  College. 

C.  Augusta  Mering,  A.M.,  Earlham  College. 

VV.  S.  Davis,  A.M.,  Chicago  University  and  DePauw  College. 

Elizabeth  Comstock,  B.L.,  Indiana  State  University. 

J.  F.  Thompson,  M.S.,  Adrian,  Mich. 

W.  A.  Fiske,  A.M.,  DePauw  University. 

Katherine  F.  Sehaefer,  A.B.,  Indiana  State  University. 

Bertha  E.  Hawkins,  A.M.,  Indiana  State  University. 

Caroline  B.  Price,  graduate  Massachusetts  Normal  Art  College. 

Will  Earhart,  studied  in  Europe. 

Enrollment  in  high  school 359 

Total  enrollment  in  grades  and  high  school 2,955 

Number  of  girls  graduated  last  year  (1903) 11 

Number  of  boys  graduated  last  year  (1903 9 

Number  in  this  class  that  went  to  college 8 

Number  of  graduates  since  school  was  organized 588 

Number  of  these  who  have  attended  college 100 


Richmond  High  School. 


420  hJDUCATJON  IN  INDIANA. 


ROACHDALE  HIGH  SCHOOL. 

Charles  W.  Dodsou,  Siiperiiiteiideiit. 

Organized,   181)4.     Commissioned,   19<)2. 
Superintendents,  witli  dates  of  service: 

Edwin  C.  Dodson 1901-1003 

Chas.   W.  Dodson 11)03-1904 

Principal  and  assistant: 

Nora  Lockridge,  principal. 

Charles  McGaughey,  assistant. 
High  school  teachers  and  subjects  they  teach: 

Chas.  W.  Dodson,  Mathematics  and  Science. 

Nora  Lockridge,  Latin,  li^nglish  and  Literature. 

Chas.  McGaughey;  History. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent. 

$5?»3.33. 
Training  of  teachers: 

Charles  W.  Dodson,  Indiana  State  Normal;  Chicago  University. 

Nora  Lockridge,  two  years'  preparatory  work,  DePauw. 

Charles  McGaughey,  DePauw,  two  years. 

Enrollment  in  high  school G4 

Total  enrollment  in  grades  and  high  school 231 

Number  of  girls  graduated  last  year  (1JX>3) T 

Number  of  boys  graduated  last  year  (1903) 1 

Number  in  this- class  that  went  to  college 4 

Number  of  graduates  since  school  was  commiss.oied 13 

Number  of  thes%  who  have  attended  college C 


EDUCATION  IN  INDIANA. 


421 


ROACllDALi:   HlG  LI   SCilOOI.. 


ROANN  HIGH  SCHOOL. 
J.  C.  Reynolds,  Snperinteiident. 

Organized,  1.ST7.     Commissioned,  181)5. 

Superintendents,  witli  dates  of  service: 

Noble  Harter    1893 

Thos.   Berry    1895- 

Henry   Hippensted    1897 

William  Eisenman    1899- 

Clyde  K   Wagoner 1900- 

H.   F.   Black 1901- 

J.  C.  Reynolds 1902- 

Principals  and  assistants: 
Emerson  Clayton. 
Ira  Ournbangli. 
U.  R.  Yonng. 
H.  F.  Black. 
J.  D.  DeHnff. 
A.  I.  Rehm. 
C.  W.  Botkin. 

High  school  teachers  and  subjects  they  teach: 

J.  C.  Reynolds,  History  and  Physical  Geography. 

A,  I.  Rehm,  Latin  and  English. 

C.  W.  Botkin,  Mathematics  and  Science. 


1895 
1897 
1899 
1990 
1901 
1902 
1904 


422  EDUCATION  IN  INDIANA. 

Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$616.66%. 
Training  of  teachers: 

College  and  normal  training,  all. 

Enrollment  in  high  school 54 

Total  enrollment  in  grades  and  high  school 247 

Number  of  girls  graduated  last  year  (1908) 3 

Number  of  boys  graduated  last  year  (1903) 2 

Number  of  graduates  since  school  was  organized 70 

Number  of  these  who  have  attended  college 33 

ROANOKE  HIGH  SCHOOL. 

Will  T.  Lambert,  Superintendent. 

Organized,  3893.     Commissioned,  1904. 
Superintendents,  with  dates  of  service: 

Thomas  Large   1893-1894 

C.   D.   Brock 1894-1900 

Will    T.    Lambert 1900-1904 

Principal: 

W.  F.  Huston. 
Jiaigh  school  teachers  and  sub"ects  they  teach: 

W.  F.  Huston,  Algebra,  English.  History,  Civics,  Botany. 

Will  T.  Lambert,  Latin.  Geometry,  Physics. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$600. 
Training  of  teachers: 

W.  F.  Huston,  graduate  State  Normal. 

Will  T.  Lambert,  undergraduate  Earlham  College. 

Enrollment  in  high  school 41 

Total  enrollment  in  grades  and  high  school 225 

Number  of  girls  graduated  last  year  (1903) 5 

Number  of  boys  graduated  last  year  (1903) 0 

Number  in  this  class  that  went  to  college 1 

Number  of  graduates  since  school  was  organized 40 

Number  of  these  who  have  attended  college 11 


EDUCATION  IN  INDIANA.  423 


RoANN  High  School,, 


4:24:  EDUCATION  IN  INDIANA. 

ROCHESTER  HIGH   SCHOOL. 

D.  T.  Powers,  Superintendent. 

Organized,  1870.     Commissioned,  1884. 
Superintendents,  witli  dates  of  service: 

W.  J.  Williams 1872-1881 

w!    H.    Ward 1S81-1882 

James   F.    Seull 1882-1903 

D.  T.  Powers 1903-11X)4 

Principal  and  assistant: 

O.  A.  Johnson,  principal. 
High  school  teachers  and  subjects  they  teach: 

O.  A.  Johnson,  Science. 

Annette  Powers,  History  and  Mathematics. 

Margaret  Hines,  English. 

Mary  B.  Denny,  Latin  and  German. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$853. 
Training  of  teachers: 

D.  T.  Powers,  Indiana  State  Normal;  Indiana  State  University. 

O.  A.  Johnson,  Junior  Indiana   State  University:  graduate  of  Val- 
paraiso  College. 

Annette  Powers,  graduate  Indiana  State  Normal. 

Margaret  Hines,  graduate  Indiana  State  Normal. 

Mary  B.  Denny,  graduate  DePauw  University. 

Enrollment  in  high  school 102 

Total  enrollment  in  grades  and  high  school O')! 

Number  of  girls  graduated  last  year  (1903) 2 

Number  of  boys  graduated  last  year  (1903) 7 

Number  in  this  class  that  went  to  college 2 

The  colleges  to  which  these  went  with  number  of  each: 

Rochester  Normal  College 1 

Purdue  University    1 

Number  of  graduates  since  school  was  organized 179 

Number  of  these  who  have  attended  college 35 

ROCKPORT   HIGH    SCHOOL. 

F.  S.  INIorgen thaler,  Superintendent. 

Organized,  unknoAvn.     Commissioned,  1902. 

Superintendents,  with  dates  of  service: 

A.   H.   Kennedy 1878-1889 

Virgil  McKnight    1889-1891 

J.   H.   Tomlin 1891-1894 

F.  S.  Morgenthaler 1894-1904 

Principals  and  assistants: 

J.  H.  B.  Logan. 
C.    L.    Pulliam. 
H.  L.  Hall. 
O.  P.  Foreman. 

G.  P.  Weedman. 
J.   P.   Richards. 


EDUCATION  IN  INDIANA.  4:^5 

High  school  teachers  niirt  subjects  they  teach: 

J.  P.  Richards,  Science  and  Literature. 

Helen  Morgan,  Mathematics. 

Agnes  McCreary,  Latin  and  Englisli. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

i?7i:].75. 
Training  of  teachers: 

F.  S.  Morgenthaler,  Indiana  State  Normal  and  student  Chicago  Uni- 
A^ersity. 

J.  P.  Richards,  Indiana  State  Normal,  Taylor  University, 

Helen  Morgan,  Bethany  College,  Kansas. 

Agnes  jNIcCreary,  Oberlin.  O. 

Enrollment  in  high  school 90 

Total  enrollment  in  grades  and  higli  school (571 

Number  of  girls  graduated  last  year  (11)03) 0 

Number  of  boys  graduated  last  year  (1903) G 

Number  in  this  class  that  went  to  college 5 

Number  of  graduates  since  school  was  organized 286 

Number  of  these  who  have  attended  college 61 


i-SHi 


1^  ^^^^^^^^^^^^^^^^^^^^^^Hi 


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ll'i^liHill 


i  "■'  1  m  m 


Rochester  Normal  University  and  Rochester  Township 
High  School. 


426  EDUCATION  IN  INDIANA. 

ROCKVILLE  HIGH  SCHOOL. 

O.  H.  Blossom,  Superintendent. 

Organized,  1876.     Commissioned,  1890. 
Superintendents,  witli  dates  of  service: 

Mr.  Craig 187G-1888 

L.  H.  Hadley 1888-1892 

John   A.    Miller 1892-1893 

J.  N.  Spangler 1893-1896 

J.    F.    Thornton 1896-1902 

O.  H.  Blossom 1902-1904 

Principal  and  assistants: 

Miss  H.  Hinkle. 

Clara  Van  Nuys. 

Georgia  Byer. 

Delia  Brown. 

Georgia  Bowman. 

Lillian  Snyder. 

O.  H.  Blossom. 

May  Walmsley. 
High  school  teachers  and  subjects  they  teach: 

O.  H.  Blossom,  superintendent,  Science. 

May  Walmsley,  principal.  History,  English,  German. 

Nellie  F.  Walker,  Latin  and  Mathematics. 

Mary  Sandburg,  English  and  Music. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 


Training  of  teachers: 

O.  H.  Blossom,  A.B.,  Indiana  University. 

May  Walmsley,  A.B.,  Michigan  University. 

Nellie  Walker,  A.B.,  DePauw  University. 

Mary  Sandburg,  undergraduate  of  Chicago  University. 

Enrollment  in  high  school 100 

Total  enrollment  in  grades  and  high  school 450 

Number  of  girls  graduated  last  year  (1903) 9 

Number  of  boys  graduated  last  year  (1903) 5 

Number  in  this  class  that  went  to  college 6 

Number  of  graduates  since  school  was  organized 226 

Number  of  these  who  have  attended  colelge 75 

RUSHVILLE  HIGH   SCHOOL. 
A.  G.  McGregor,  Superintendent. 

Organized,  1869.    Commissioned,  1900. 

Superintendents,  with  dates  of  service: 

David  Graham  *. 1869-1883 

Cyrus  W.  Hodgin. ,1883-1884 

James  Baldwin   1884-1886 

E.    H.    Butler 1888-1893 

Samuel  Abercrombie   1893-1900 

A.  G.  McGregor 1900-1904 


EDUCATION  IN  INDIANA. 


427 


Principals  and  assistants: 

Mrs.  R.  A.  Moffett 1872-1886 

Mary  Henley   1886-1888 

Mary  D.    Reid 1888-1889 

Samuel  Abercrombie 1889-1893 

Mr.   Masters 1893- 

Anna  B.  Collins 1893-1895 

W.  C.  Barnhart 1895-1900 

H.   B.  Wilson 1900-1903 

High  school  teachers  and  subjects  they  teach: 
A.  F.  Stewart,  Mathematics. 
Martha  B.  Lacy,  History  and  German. 
Winifred  Muir,  English. 
T.  A.  Craig,  Science. 
Inez  Abbott,  Latin. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 
$764. 

Enrollment  in  high  school 151 

Total  enrollment  in  grades  and  high  school 845 

Number  of  girls  graduated  last  year  (1903) 9 

Number  of  boys  graduated  last  year  (1903) 9 

Number  in  this  class  that  went  to  college 4 

Number  of  graduates  since  school  was  organized 296 

Number  of  these  who  have  attended  college 70 


Salem  High  School. 


428  EDUCATION  IN  INDIANA. 


SALEM  HIGH  SCHOOL. 

Lotus  D.  Coffman,  Superintendent, 

Organized,  1872.     Commissioned,  1881. 
Superintendents,  with  dates  of  service: 

James  G.  May 1872-1874 

William  Russell 1874-1877 

J.  A.  Wood 1877-1885 

Isaac  Bridgman 1885-1889 

W.  S.  Almond 1889-1893 

Charles  E.  Morris 1893-1898 

H.  B.  Wilson 1898-1902 

L.  D.  Coffman .1902-3904 

Principals  and  assistants: 

A.  B.  Wright,  principal. 
High  school  teachers  and  sub  ects  they  teach: 

A.  B.  Wright,  principal,  Mathematics  and  Science. 
Mj^rtle  E.  Mitchell,  English  and  History. 
Jj.  L.  Hall,  Latin,  Science.  Mathematics. 
Grace  Sutherlin,  Englisli  I  and  Eighth  Grade. 
L.  D.  Coffman,  Latin  and  Mathematics. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$084. 
Training  of  teachers: 

Lotus  D.  Coffman,  graduate  Indiana  State  Normal  and  undergrad- 
uate in  Chicago  and  Indiana  Universities. 
A.  B.  Wright,  one  year  in  Franklin  College,  graduate  of  "Indiana  State 

Normal;  undergi'aduate  at  Indiana  University. 
Myrtle  E.  Mitchell,  A.B.,  Indiana  University. 
L.  L.  Hall,  Indiana  State  Normal. 
Grace  Sutherlin,  Junior  at  Indiana  State  Normal. 

Enrollment  in  high  school •    105 

Total  enrollment  in  grades  and  high,  school 488 

Number  of  girls  graduated  last  year  (1903) 7 

Number  of  boys  graduated  last  year  (1903) 4 

Number  in  this  class  that  went  to  college 4 

Number  of  graduates  since  school  was  organized 201 

Number  of  these  who  liave  attended  college 89 


EDUCATION  IN  INDIANA.  429 


SEYMOUR  HIGH  SCHOOL. 

H.  C.  Moiitgomer3%   Superintendent. 

Organized,  1870.     Commissioned,  1878. 
Superintendents,  with  dates  of  service: 

J.    C.   Houselveeper 1870-1872 

J.   W.   Caldwell 1872-1880 

W.   S.  Wood 1880-1892 

H.  C.  Montgomery 1892-1904 

Principals  and  assistants: 

Elizabeth  Granel. 

J.  M.  Caress. 

H.  C.  Montgomery. 

Ada  Frank. 

T.  E.  Sanders. 

J.  B.  Graham. 

B'rances   Branaman. 
High  school  teachers  and  subjects  they  teach: 

J.  E.  Graham,  History  and  Civics. 

Frances  Branaman,  Science  and  Mathematics. 

Katherine  B.  Jackson,  German  and  Algebra. 

Anna  L.  Hancock,  Latin  and  Electives. 

Agnes  L.  Andrews,  English  Literature. 

Elenthera  V.  Davison,  Composition  and  History. 
Average  yearly  salary  of  liigli  school  teachers,  including  superintendent. 

$800. 
Training  of  teachers: 

H.    C.    Montgomery,    A.B.,    Hanover    College:    A.M.,    University    of 
Michigan. 

J.  E.  Graham,  graduate  Central  Normal  College;  Butler  College,  one 
year. 

Frances  Branaman,  several  years  at  Indiana  University  and  other 
colleges. 

Katherine   B.   Jackson,    student   Indiana    University,    and   one   year 
Berlin,   Germany. 

Anna  L.  Hancoclv,  A.B.,  Indiana  University. 

Agnes  L.  Andrews,  A.B.,  the  Western  College  Oxford  O. 

Elenthera  V.  Davison,  A.B.,  the  Western  College.  O'ifo  tl.  O. 

Enrollment  in  high  school 150 

Total  enrollment  in  grades  and  high  school 1,200 

Number  of  girls  gi-aduated  last  year  (1903) 7 

Number  of  boys  graduated  last  year  (1903) 10 

Number  in  this  class  that  went  to  college 4 

Number  of  graduates  since  school  was  organized 323 

^'uniber  of  these  who  hove  attended  college , , . (5S 


430  EDUCATION  IN  INDIANA.  If] 


I,' 

i 


SHELBYVILLE   HIGH   SCHOOL. 

J.  H.  Tomlin,  Superintendent. 

Organized,  1864.     Commissioned,  1882. 
Superintendents,  with  dates  of  service: 

L.   C.   Page 1875-1882 

W.  H.  Fertich 1882-1887 

J.  C.  Eagle 1887-1894 

J.  H.  Tomlin 1894-1904 

No  exact  data  prior  to  1875. 
Principals  and  assistants: 

D.  O.  Coate,  principal  high  school. 
High  school  teachers  and  subjects  they  teach: 

D.  O.  Coate,  principal  and  general  assistant. 

Janie  Deming,  Science. 

Clara  J.  Mitchell,  History  and  English. 

Mary  L.  Isley,  Mathematics. 

J.  H.  Henlie,  Latin. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$946. 
Training  of  teachers: 

D.  O.  Coate,  A.B.,  Indiana  University. 

Clara  J.  Mitchell,  A.B.,  Indiana  University. 

J.  H.  Henke,  A.B.,  Indiana  University. 

Enrollment  in  high  school 178 

Total  enrollment  in  grades  and  high  school 1,698 

Number  of  girls  graduated  last  year  (1903) 6 

Number  of  boys  graduated  last  year  (1903) 7 

Number  in  this  class  that  went  to  college 4 

Number  of  graduates  since  school  was  organized 304 

Number  of  these  who  have  attended  college 25% 


EDUCATION  IN  INDIANA. 


431 


L  i 


Shelbyville  High  School. 


432  EDUCATION  IN  INDIANA. 

SHOALS   HIGH    SCHOOL. 

O.  H.  Gi-iest,  Supei-iiiteiidoiit. 

Organized,  1892.     Commissioned,  1898. 
Superintendents,  with  dates  of  service: 

W.  V.  Moffett. 

G.   W.   Wright. 

W.  B.  Houghton. 

Z.  B.  Leonard. 

W.  A.  Mj-ers. 

W.  A.  Bowman. 

O.  H.  Greist. 
Principals  and  assistants: 

J.  M.  Twitty. 

Mrs.  Z.  B.   Leonard. 

Marguerite  Meyer. 

Mabel  Yenne, 
High  school  teachers  and  subjects  they  teach:  , 

O.  H.  Greist,  Mathematics,  Science,  Advanced  Latin. 

Mabel  Yenne,  Beginning  Latin,  Literature  and  History. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$040. 
Training  of  teachers: 

O.  H.  Greist,  Wabash. 

Mabel  Yenne,  Ph.D.,  DePauw. 

Enrollment  in  high  school .SO 

Total  enrollment  in  grades  and  high  school 288 

Number  of  girls  graduated  last  year  (1908) 1 

Number  of  boys  graduated  last  year  (1903) 1 

Number  in  this  class  that  went  to  college 0 

Number  of  graduates  since  school  was  organized 35 

Number  of  these  who  have  attended  college 15 

SHERIDAN   HIGH    SCHOOL. 
Abraham   Bowers,    Superintendent. 

Organized,   1887.      Commissioned,   first  1897;  last,   1902. 

Superintendents,  with  dates  of  service: 

T.  L.  Harris 1887-1888 

C.    A.    Peterson 1888-1892 

David  Wells   1892-1895 

M.   H.   Stuart 1895-18t)9 

C.  L.  Mendenhall 1899-1903 

Abraham  Bowers 1903-1904 

Principals  and  assistants: 

W.  B.  Shoemaker,  principal  "4iigh  school. 

Jesse  L.  Harvey,  principal  First  Ward  grade  schools. 

Miss  Daisy  Tipton,  principal  Second  Ward  grade  schools. 

High  school  teachers  and  subleets  they  teach: 

Abraham  Bowers,  superintendent,  Gennaii  A  and  B,  Crcsur. 


EDUCATION  IN  INDIANA. 


433 


W.    B.    Shoemaker,    English    Histoiy,    Algebra,    Geometry,    Phj^sics, 
Sociology. 

W.  H.  Hill,  Latin,  Physiography,  English,  Bookkeeping. 

Miss  Katherine  Hoffman,  English,  Cicero,  Algebra. 

George  W.  Scott,  Civil  Government,  Advanced  Arithmetic,  Ancient 
History. 

T.  S.  Harris,  Lecturer  in  American  History. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$527.45. 
Training  of  teachers: 

Abraham  BoAvers,  superintendent,  University  of  Chicago,  5  years. 

W.  B.  Shoemaker,  A.B.,  principal  high  school,  Indiana  University. 

W.  H.  Hill,  graduate  Indiana  State  Normal. 

George  W.  Scott,  various  normals,  course  incomplete. 

T.  L.  Harris,  A.B.,  Harvard  University,  University  of  Indiana. 

Miss  Katherine  Hoffman,  Sheridan  High  School. 

Enrollment  in  high   school 141 

Total  enrollment  in  ^-ades  and  high  school 675 

Number  of  girls  graduated  last  year  (1J>U3) 2 

Number  of  boys  graduated  last  year  (11)03) (3 

Number  in  this  class  that  went  to  college .        0 

Number  of  graduates  since  school  was  organized 110 

Numl)er  of  these  Avho  have  attended  college 43 


Sheridan  High  School. 


£8— Education. 


434  EDUCATION  IN  INDIANA, 

SOUTH  BE'ND  HIGH  SCHOOL. 

Calvin  Moon,  Superintendent. 

Organized,  1807.    Commissioned,  1888. 

Superintendents,  witli  dates  of  service: 

Daniel   Eyre 1867-1869 

L.  E.  Denslow 1869-1870 

W.  K.  Kidd 1870-1871 

David  A.  Ewing 1871-1876 

Alfred  Kummer 1876-1879 

James  DuSliaue 1879-1891 

Calvin   Moon 1891-1894 

Principals: 

Daniel    Eyre 1867-1869 

L.  E.  Denslow 1869-1870 

W.  K.  Kidd 1870-1871 

Benjamin   Wilcox 1871-1875 

James  DuShane 1875-1878 

Alfred  Kummer 1878-1879 

Charles  H.  Bartlett 1879-1890 

Eugene  F.  Lolir 1890-1893 

Stuart  MacKibben 1893-1895 

Mary  L.  Hinsdale 1895-1897 

John  M.  Culver 1897-1898 

Dumont   Lotz 1898-1901 

Chas.  H.  Bartlett.  . ; 1901-1904 

High  school  teachers  and  sub  eots  they  teach: 

Chas.  H.  Bartlett,  principal  (does  not  hear  any  recitations). 

Esse  B.  Dakin,  Mathematics. 

Calvin  O.  Davis,  History. 

Thekla  Sack,  German. 

Katherine  Campbell,  Latin. 

Lilian  Brownfield,  English, 

Ernest  I.  Kizer,  Chemistry  and  Physics. 

Clara  Cunningham,  Botany  and  Physical  Geography. 

Miriam  Dunbar,  Assistant  in  English  and  Mathematics. 

Elisha  M.  Hartman,  Assistant  in  Latin  and  History. 

Ethel  Montgomery,  Assistant  in  Science. 

Dora  I.  Keller,  Assistant  in  English. 

O.  Odell  Whitenack,  Assistant  in  Mathematics. 

Mae  Miller,  Assistant  in  English  and  History. 

Average  yearly  salary  of  high  school  teachers,  including  superintendent, 
$1,018.81. 

Training  of  teachers: 

Calvin  Moon,  superintendent,  3  years'  course  V.  M.  and  F.  College, 

Valparaiso  College. 
Chas.  H.  Bartlett,  principal,  A.B.  and  M.A.,  Wabash  College,  4  years 

at  Wabash. 
Esse  Bissell  Dakin,  B.S..  Cornell  University,  4  years. 


EDUCATION  IN  INDIANA. 


435 


Calvin  Olin  Davis,  A.B.,  University  of  Micliigan,  4  years,  and  has 
done  two-thirds  of  required  work  for  M.A.  degree. 

Lilian  Brownfield,  4  years  at  DePauw,  2  years  correspondence  work 
at  Chicago  University.  Will  take  M.A.  this  spring  (1904)  at  Ohio 
Wesleyan. 

Miriam  Dunbar,  B.S.  (in  Biology),  Michigan  University,  4  years; 
1  term  at  summer  school.  University  of  Chicago. 

Katherine  Campbell,  A.B.,  Michigan  University,  3  years. 

Dora  I.  Keller,  A.B.  and  M.A.,  Uunlversity  of  Michigan,  5  years. 

Ernest  I.  Keller,  B.S.  (general  science),  3  years  at  Purdue. 

Ethel  Montgomery,  B.S.  and  M.S.,  Purdue  University,  3  years'  resi- 
dent work. 

Clara  Cunningham,  B.S.  and  M.S.,  Purdue  University,  5  years. 

E.  M.  Hartman,  M.L.,  University  of  Michigan,  5  years. 

O.  O.  Whitenack,  A.B.,  Indiana  University,  1897,  2  years  post-gradu- 
ate work. 

Mrs.  W.  E.  Miller,  3  years  in  University  of  Chicago.;  A.M.  degree  in 
resident  work,  but  never  wrote  the  thesis. 


South  Bend  High  School. 


Enrollment  in  high  school 413 

Total  enrollment  in  grades  and  high  school 5,409 

Number  of  girls  graduated  last  year 29 

Number  of  boys  graduated  last  year  (1903) 11 

Number  in  this  class  that  went  to  college 14 

Number  of  graduates  since  school  was  organized 525 

Number  of  these  who  have  attended  college, ....,,...,,,..,,,,, 121 


436  EDUCATION  IN  INDIANA. 

I 

SOUTH  WHITLEY  HIGH  S(;H00L. 
J.  W.  Coleberd,  Siiijeriiiteiideut. 

Organized,  188(J.    Commissioned,  1891). 

Superintendents,  with  dates  of  service: 

G.  M.  Naber 1884-1887 

L.  H.  Price 1887-1889 

J.  E.  Merriman 1889-1891 

G.  H.  Tapy 1891-1899 

0.  II.  Bowman 1899-1903 

J.  W.  Coleberd 1903-1994 

Principals: 

Adele  Bond 1895-189(> 

1.  T.  Metz 1890-1897 

Mrs.  Bessie  Perry 1897-1900 

H.  B.  Church 1900-1903 

E.  K.  Chapman '. 1903-1904 

Assistants: 

Mrs.  G.  H.  Tapy 1894-1895 

Alice  Whitman. . 1890-1897 

C.  K  Weybriglit 1897-190:; 

Mary  C.  Strickler 1903-1904 

High  school  teachers  and  subjects  they  teach: 

Miss  Mary  C.  Striclvler,  English  and  History. 

E.  K.  Chapman,  Mathematics  and  Science. 

J.  W.  Coleberd.  Latin. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$572.80. 
Training  of  teachers: 

Miss  Mary  C.  Strickler,  Pli.B.,  Northwestern  University. 

E.  K.  Chapman,  A.B.,  Oberlin. 

J.  W.  Coleberd,  Ph.B.,  Wooster. 

Enrollment  in  high  school 95 

Total  enrollment  in  grades  and  high  school 257 

Number  of  girls  graduated  last  year  (1903) 5 

Number  of  boys  graduated  last  year  (1903) 7 

Number  in  this  class  that  went  to  college 0 

Number  of  graduates  since  school  was  organized Ill 

Number  of  these  who  have  attended  college 28 


SPENCER  HIGH  SCHOOL. 
A.  L.  Whitmer,  Superintendent, 

Organized.  1872.    Commissioned.  1884. 

^Superintendents,  with  dates  of-^ervice: 

W.  B.  Wilson , .  , ..:■... 1871-1874 

Mrs.  Celia  Hunt. ..,..,, 1874-1881 

S.  E".  Harwood. 1881-1887 

Frank  E.  Anderson , 1887-1888 

Harvey  Lautz ,..,,,.,..... ,,,....,, 1888-1891 


EDUCATION  IN  INDIANA. 


43" 


438  EDUCATION  IN  INDIANA. 

Renos  Richards 1891-1897 

Fred  L.  Pocliin 1897  1900 

A.  L.  Wliitmer 1900-1904 

Principals  and  assistants: 

Mrs.  Celia  Hunt. 

Lora  Sarchet. 

Nancy  White. 

Lou  Abraham. 

L.  Brown. 

Robt.  Spear. 

R.  J.  Aley. 

Martha  Ridpath. 

Eva  Tarr. 

Chas.  W.  Egnor. 

Helen  Cunningham. 

Chas.  Zaring. 

Ed.  Oden. 

Alice  Milligan. 

Cora  Spears. 

Milton  Gautz. 

Frank  Hughes. 

W.  I.  Early. 

Jacob  Kinney. 

C.  D.  Mead. 
Assistant  principals  of  high  school: 

Hattie  Elliott. 

O.  P.  Robinson. 

C.  D.  Mead. 

Harry  A.  Miller. 

Florence  L.  Richards. 
High  school  teachers  and  subjects  they  teach: 

Florence  Richards,  Science  and  Mathematics. 

C.  D.  Mead,  Literature  and  History. 

A.  L.  Whitmer,  History  and  Latin. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$690. 
Training  of  teachers: 

Florence  Richards,  Ph.B.,  Northwestern  University. 

C.  D.  Mead,  principal,  Pii.B.,  DePauw  University. 

A.  L.  Whitmer,  A.M.,  Indiana  University. 

Enrollment  in  high  school 93 

Total  enrollment  in  grades  and  high  school 468 

Number  of  girls  graduated  last  year  (1903) 2 

Number  of  boys  graduated  last  year  (1903) 11 

Number  in  this  class  that  wen<.to  college 5 

Number  of  graduates  since  school  was  organized 221 

Number  of  these  who  have  attended  college 97 


EDUCATION  IN  INDIANA. 


439 


SUMMITVILLE  HIGH  SCHOOL. 

A.  C.  Woolley,  Superintendent. 

Organized  1894.    Commissioned,  1898. 
Superintendents,  with  dates  of  service: 

Orin  B.  Walker 1894-1897 

Thomas  Smith 1897-1900 

A.   C.   Woolley 1900-1904 

Principals  and  assistants: 

Wm.  H.  Traster 189G-1897 

A.  C.  Woolley 1897-1900 

C.   E.  Greene 1900-1904 

High  school  teachers  and  subjects  they  teach: 

A.  C.  Woolley,  Algebra,  Geometry,  Arithmetic,  Bookkeeping. 
C.  E.  Greene,  Latin,  Physics,  Chemistry,  Ancient  History. 
Katherine  Griffin.  German,  English,  English  and  United  States  His- 
tory. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$616.66%. 
Training  of  teachers: 

A.  C.  Woolley,  A.B.,  from  Indiana  University,  1897;    also  graduate 

Indiana  State  Normal  School,  1893. 
C.  E.  Greene,  graduate  Indiana  State  Normal  School,  1897;   also  stu- 
dent Indiana  University  1  term. 
Katherine  Griffin,  A.  B.,  Butler  College,  1903;    also  student  Chicago 
University,  half  year. 


440  EDUCATION  IN  INDIANA. 

K'niollmont  in  high  scliool 42 

Total  enrollment  in  grades  and  high  school 332 

Number  of  girls  graduated  last  year  (1!)03) 4 

Number  of  boys  graduated  last  year  (iua3) 2 

Number  in  this  class  that  went  to  college 1 

Number  of  graduates  since  school  was  organized 30 

Number  of  these  who  have  attended  college 10 


SULLIVAN  HIGH  SCHOOL. 

W.  C.  McCollongh.  Superintendent. 

Organized, .    Commissioned,  1S02. 

Superintendents,  with  dates  of  service: 

W.  II.  Nesbit 1880-181)1 

S.  E.  Raines 1801-1895 

W.  T.   Reid 1805-189(5 

W.  C.  McCollough ." 189G-1904 

Principals  and  assistants: 

A.  G.  McHab 1804-1807 

.T.  W.  Walker 1897-1898 

Ira  H.  Larr 1898-1899 

F.  M.  Trice 1899-1904 

High  school  teachers  and  subjects  they  teach: 

F.  M.  Price,  principal,  Botany,  Physics,  Pliysical  Geogi'aidiy. 
Laura  E,  Irwin,  History,  Latin. 
Adah  Shafer,  English,  German. 
A.  L.  Ratclift",  Mathematics. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

.$753. 
Training  of  teachers: 

W.  C.  McCollough,  A.M.,  University  of  Michigan. 
F.  M.  Price,  A.B.,  Indiana  University. 
Laura  E.  Irwin,  A.B.,  Indiana  University. 
A.  L.  Ratcliff,  A.B.,  Union  Christian  College. 
Adali  Shafer,  Ph.B.,  DePauw  University. 

P^nrollment  in  high  school 90 

Total  enrollment  in  grades  and  high  school 800 

Number  of  girls  graduated  last  year  (1903) 8 

Number  of  boys  graduated  last  year  (1903) 0 

Number  in  this  class  that  went  to  college 0 

Number  of  graduates  since  school  Avas  organized 300 

Number  of  these  who  have  attended  college 40 


EDUCATION  IN  INDIANA, 


441 


SwAYZEE  High  School. 


442  EDUCATION  IN  INDIANA. 

SWAYZEE  HIGH  SCHOOL. 

Elmer  E.  Petty,  Superintendent. 

Organized,  September,  1898.    Commissioned,  September,  1902. 
Superintendents,  with  dates  of  service: 

O.  D.  Clawson 1898-1901 

G.  S.  Stubbs 1901-1903 

E.  E.  Petty 1903-1904 

Principals  and  assistants: 

E.  E.  Heeter,  principal. 

T.  B.  Loer,  assistant. 
High  school  teachers  and  subjects  they  teach: 

E.  E.  Petty,  History,  Botany,  Physical  Geography  and  Literature. 

W.  E.  Ranch,  Music. 

E.  E.  Heeter,  Mathematics,  Latin,  Chemistry,  Physics. 

T.  B.  Loer,  Rhetoric. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$566. 
Training  of  teachers: 

Superintendent    Elmer    E.    Petty,    graduate    Indiana    State    Normal 
School  and  Indiana  State  University. 

E.  E.  Heeter,  undergraduate  Chicago  University. 

Enrollment  in  high  school 42 

Total  enrollment  in  grades  and  high  school 250 

Number  of  girls  graduated  last  year  (li>03) 1 

Number  of  boys  graduated  last  year  (1903) 1 

Number  in  this  class  that  went  to  college 0 

Number  of  graduates  since  school  was  organized 4 

Number  of  these  who  have  attended  college 1 


TERRE  HAUTE  HIGH  SCHOOL. 

Wm.  H.  Wiley,  Stiperintendent. 

Organized,  1863.    Commissioned,  1873. 
Superintendents,  Avith  date  of  service: 

Wm.  M.  Ross 1853-1854 

James  H.  Moore 1860-1862 

Joseph  W.  Snow 1862-1863 

»       John  M.  Olcott 1863-1869 

W^m.  H.  Wiley 1869-1904 

Principals  and  assistants: 

Wm.  H.  Crosier. 

Wm.  H.  Wiley. 

Wm.  H.  Valentine. 

Lizzie  P.  Byers. 

Howard  Sandison. 

W.  W.  Byers. 

Albert  L.  Wyeth. 

Charles  S.  Meek. 

Wm.  A,  Lake, 


EDUCATION  IN  INDIANA. 


4:4:3' 


444  EDUCATION  IN  INDIANA. 

High  school  teachers  and  subjects  they  teach: 
W.  A.  Lake,  principal,  Latin. 
Lydia  Whitaker,  Assistant  Latin. 
Jessie  Keith,  Greek  and  Assistant  Latin. 
Mary  Stimson,  Assistant  Latin. 

B.  A.  Ogdon,  English. 

Marietta  Grover,  Vice-Principal  and  Assistant  English. 

Alice  C.  Graff,  Assistant  English. 

Blanche  Freeman,  Assistant  English. 

Louise  Peters,  Assistant  English. 

J.  C.  Piety,  History. 

Louise  Barbour,  Assistant  Plistory. 

Elisabeth  Messmore,  Assistant  History. 

Rebecca  Torner,  German. 

Tillie  T.  Nehf,  Assistant  German. 

Anna  B.  Hoffman,- Assistant  German. 

C.  J.  Waits,  Mathematics. 

Sarah  Scott,  Assistant  Mathematics. 

Katherine  Walsh,  Assistant  Mathematics. 

Ida  B.  Ensey,  Assistant  Mathematics. 

F.  H.  Stevens,  Assistant  Mathematics. 

J.  T.  Scovell,  Science. 

Lucy  Youse,  Assistant  Science. 

W.  H.  Kessel,  Assistant  Science. 

T.  H.  Grosjean,  Chemistry. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$844.40. 
Training  of  teachers. 

All  have  been  trained  in  the  high  school.  Seventeen  are  graduates  of 
the  Indiana  State  Normal  School.  Nine  are  graduates  of  colleges 
and  universities. 

Enrollment  in  high  school 069 

Total  enrollment  in  grades  and  high  school 7,517 

Number  of  girls  graduated  last  year  (1903) 52 

Number  of  boys  graduated  last  year  (1903) 23 

Number  in  this  class  that  went  to  college 51 

Number  of  graduates  since  school  was  organized 1,312 

Number  of  these  who  have  attended  college 0 

THORNTOWN  HIGH  SCHOOL. 
T.  C.  Kennedy,  Superintendent. 

Organized,  1868.    Commissioned,  1890. 

Superintendents,  with  dates  of  service: 

A.  E.   Malsbary ^.^ 1890-1898 

L.  B.  O'Dell r 1898-1902 

T.  C.  Kennedy 1802-1904 

Principals  and  assistants: 
R.  B.  Duff. 
Carrie  M.  Little. 
O.  Claude  Kinnick. 


EDUCATION  IN  INDIANA. 


445 


High  school  teachers  and  subjects  they  teach: 

K.  B.  Duff,  Latin,  History. 

Carrie  M.  Little,  German,  Botany,  English. 

O.  Claude  Kinnick,  Mathematics,  Physics. 

T.  C.  Kennedy,  Mediaeval  and  Modern  History,  Senior  English. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 
$(520. 


Thorntown  High  School. 


Training  of  teachers: 

R.  B.  Duff,  A.B.,  Indiana  Universitj-. 

Carrie  M.  Little,  A.B.,  DePauw  University. 

O.  Claude  Kinnick,  State  Normal. 

T.  C.  Kennedy,  State  Normal,  undergraduate  Indiana  University,  two 
terms;  graduate  of  Commercial  Department  Northern  Indiana 
Normal  School  and  Business  Institute. 

Enrollment  in  high  school 73 

Total  enrollment  in  grades  and  high  school 423 

Number  of  girls  graduated  last  year  (1903) 5 

Number  of  boys  graduated  last  year  (1903) o 

Number  In  this  class  that  went  to  college 6 

Number  of  graduates  since  school  was  organized 154 

Number  of  these  who  have  attended  college 40 


446  EDUCATION  IN  INDIANA. 

TIPTON  HIGH  SCHOOL. 
I.  L.  Conner,  Superintendent. 

Organized,  1873.    Commissioned,  1885. 

Superintendents,  with  dates  of  service: 

H.   L.   Rust 1872-1873 

J.  C.  Gregg 1873-1876 

A.  B.  Thrusher 1876-1877 

.J.  W.  Stuart 1877-1881 

A.  F.  Armstrong 1881-1882 

W.  H.  Clemmens 1882-1883 

A.  D.  Mo'ffett 1884-1885 

.C.  E.  Sutton 1885-1886 

m.  F.  Rielvoff 1886-1890 

IE.  Jk.  Remy 1890-1895 

C.  ©..  Higby 1895-1896 

F.  U  l(ones 18mM899 

J.  A.   Hill 1899-1900 

I.  L.  Conner 1900-1904 

Principals  and  assistants: 

0.  C.  Flanagan. 
J.  M.  Ashley. 
John  A.  Hill. 

F.  C.  Whitcomb. 

1.  L.  Conner. 
E.  K  Hostetler. 

Teachers  and  subjects  they  teach: 

E,  K  Hostetler,  Mathematics. 

Blanche  Kummer,  English.   • 

Eleanor  Tonn,  Latin  and  Modern  History. 

J.  H.  Stuckrath,  German,  Ancient  History  and  Science. 

I.  L.  Conner,  Science. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$753. 
Training  of  teachers: 

Eleanor  Tonn,  graduate  DePauw  University. 

Blanche  Kummer,  graduate  Leland  Stanford  Jr.  University. 

J.  H.  Stuckrath,  graduate  Iowa  Normal  College. 

E.  E.  Hostetler,  graduate  Otterbein  University. 

I.  L.  Conner,  graduate  Purdue  University. 

Flora  Wharton,  graduate  Indiana  State  Normal  School. 

Enrollment  in  high  school 110 

Total  enrollment  in  grades  and  high  school 750 

Number  of  girls  graduated  last-year  (1903) .  ; 4 

Number  of  boys  graduated  last  year  (1903) 8 

Number  in  tliis  class  that  went  to  college 4 

Number  of  graduates  since  school  was  organized 192 

Number  of  these  who  have  attended  college 60 


EDUCATION  IN  INDIANA. 


44Y 


UNION  CITY  HIGH  SCHOOL. 

L.  N.  Hines,  Superintendent. 

Organized,  1870.    Commissioned,  1872. 
Superintendents,  with  dntes  of  service: 

F.  A.  Meade. 1880-1882 

Fred  Truedly 1882-1888 

J.  R.  Hart 1888-1893 

Susan  Patterson 1893-1895 

H.  W.  Bowers 1895-1901 

L.  N.  Hines 1901-1904 

Principals  and  assistants: 

Fred  Truedly. 

Mrs.  F.  A.  Meade. 

H.  W.  Bowers. 

Nellie  Deem. 

Ethelbert  Woodburn. 

James  H.  Gray. 
Teachers  and  subjects  they  teach: 

James  H.  Gray,  Mathematics  and  History. 

Troy  Smith,  Science,  History  and  Literature. 

Frank  Trafzer,  Latin  and  English. 

L.  N.  Hines,  Rhetoric. 


448  EDUCATION  IN  INDIANA. 

Avei*ag:e  yearly  salary  of  high  school  teachers,  including  superintendent, 

$800. 
Training-  of  teachers: 

L.  N.  Hines,  graduate  Indiana  University,  post-graduate  student  Cor- 
nell University. 
James  H.  Gray,  graduate  of  Indiana  State  Normal. 
Troy  Smith,  graduate  of  Indiana  University. 

Frank  Trafzer,  graduate  of  Ridgeville  college,  holds  a  State  life 
license. 

Enrollment  in  high  school 85 

Total  enrollment  in  grades  and  high  school 526 

Number  of  girls  graduated  last  year  (ltX>3) 10 

Number  of  boys  graduated  last  year  (1!>03) 2 

.  Number  in  this  class  that  went  to  college 0 

Number  of  graduates  since  school  Avas  organized 249 

Number  of  these  who  have  attended  college 50 

UPLAND  HIGH  SCHOOL. 

W.  W.  Holliday,  Superintendent. 

Organized,  1877.    Commissioned,  1901. 
Superintendents,  with  dates  of  service: 

A.  B.  Thompson. . 1807-1808 

E.  A.  Clawson 1808-1 TMXJ 

W.  W.  Holiday 1900-1904 

Principals  and  assistants: 

C.  C.  Whiteman,  principal. 

Daisy  Kline,  assistant. 
High  school  teachers  and  subjects  they  teach: 

C.  C.  Whiteman,  Algebra,  Geometrj^  Phj'sical  Geography,  Botany, 
English  and  History. 

Daisy  Kline,  Latin,  Literature,  Rhetoric,  General  History. 

W.  W.  Holiday,  Chemistry,  Physics.  Trigonometry. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$58G.6(>. 
Training  of  teachers: 

W.  W.  Holiday,  4  years  in  common  schools.  7  years  in  superintend- 
ing and  teaching  in  high  schools,  normal  work  at  Northern  Indi- 
ana Normal  School. 

C.  C.  Whiteman,  (\  years  in  common  schools,  4  years  as  principal  of 
high  school,  normal  work  at  Northern  Indiana  Normal  School. 

Daisy  Kline,  4  years  in  common  school,  three  years  as  high  school 
teacher,  normal  work  at  Taylor  University. 

Enrollment  in  high  school 54 

Total  enrollment  in  grades  and  high  school 422 

Number  of  girls  gi-aduated  last  year  (1903) 5 

Number  of  boys  graduated  last  year  (1903) 0 

Number  in  this  class  that  Avent  to  college 2 

Number  of  graduates  since  school  was  organized 27 

Number  of  these  who  have  attended  college 10 


EDUCATION  IN  INDIANA. 


449 


29— Education. 


450  EDUCATION  IN  INDIANA. 

VALPARAISO  HIGH  SCHOOL. 

A.  A.  Hughart,  Superintendent. 

Organized,  1870.    Commissioned, . 

Superintendents,  with  dates  of  service: 

W.  H.  Banta 1870-1893 

C.  H.  Wood 1893-1902 

A.  A.  Hughart 1902-1904 

Principals  and  assistants: 

Jas.  MacFetrich. 

Susie  Skinner  Campbell. 

Nona  MacQuilkin. 

Rebecca  BartholomeAv. 

Martha  Furness. 
High  school  teachers  and  subjects  ihey  teacli: 

Mabel  Benney,  Latin. 

Eugene  Skinkle,  JNIathematics. 

E.  S.  Miller,  Science. 

Nona  MacQuilkin,  English. 

Minnie  Mclntyre,  Assistant  English. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$820. 
Training  of  teachers: 

Nona  McQuilkin,  undergraduate  Chicago  University. 

Mabel  Benney,  Ph.D.,  Chicago  University. 

Eugene  Skinkle, . 

E.  S.  Miller,  A.M.,  Indiana  University. 

Minnie  Mclntyre,  undergraduate  6f  Chicago  University. 

Enrollment  in  high  school 133 

Total  enrollment  in  grades  and  high  school 927 

Number  of  girls  graduated  last  year  (1903) 7 

Number  of  boys  graduated  last  year  (1903) 5 

Number  in  this  class  that  went  to  college 4 

Number  of  graduates  since  school  was  organized 378 

Number  of  these  who  have  attended  college 4 

VEEDE'RSBURG  HIGH  SCHOOL. 

W.  C.  Brandenburg.  Superintendent. 

Organized,  1899.    Commissioned,  1901. 
Superintendents,  with  dates  of  service: 

W.  E.  Carson 1888-1899 

W.  C.  Brandenburg 1899-1894 

Principals  and  assistants: 

L.  M.  Barker,  principal. 

O.  E,  McDowell,  first  assistant. 

Loyola  MacComas,  second  assistant. 

Daily  Summerman,  principal  grades. 


EDUCATION  IN  INDIANA.  451 

High  school  teachers  and  subjects  they  teach: 

L.  M.  Barker,  English  and  Botany. 

O.  E.  McDowell,  Mathematics,  Physics  and  Zoology. 

Loyola  MacComas,  Latin  and  American  History. 

W.  C.  Brandenburg,  History. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$729. 
Training  of  teachers: 

W.    C.   Brandenburg,   B.S.,   from   Westfield   College,   Westfield,    111.; 
spent  4  years  in  work. 

L.  M.  Barker,  undergraduate  in  Indiana  University;    spent  3%  years 
in  work. 

O.  E'.  McDowell,  undergraduate  in  Butler  University. 

Loj'ola  MacComas,  undergraduate  in  Indiana  University. 

Enrollment  in  high  school 60 

Total  enrollment  in  grades  and  high  school 371 

Number  of  girls  graduated  last  year  (1903) 9 

Number  of  boys  graduated  last  year  (1903) 6 

Number  in  this  class  that  went  to  college 7 

Number  of  graduates  since  school  was  organized 37 

Number  of  these  w^ho  have  attended  college 15 

VE'VAY  HIGH  SCHOOL. 
Ernest  Danglade,  Superintendent. 

Organized,  1863.    Commissioned,  1902. 

Superintendents,  with  dates  of  service: 

W.  O.  Wyant 1863-1865 

John  P.  Rous 1865-1866 

Hamilton  S'.  McRae 1866-1867 

R.  F.  Brewington 1867-1871 

M.  A.  Barnett 1871-1872 

A.  O.  Reubelt 1872-1873 

P.  T.  Hartford 1873-1881 

T.  G.  Alford 1881-1884 

A.  Hildebrand 1884-1886 

Wm.  R.  J.  Stratford 1887-1891 

A.  L.  Trafelet 1891-1900 

Ernest  Danglade 1900-1904 

Principals  and  assistants: 
Julia  L.  Knox. 
Grace  Stepleton. 
Hannah  Waldenmaier. 

High  school  teachers  and  subjects  they  teach: 
Julia  L.  Knox,  Literature. 
Grace  Stepleton,  History. 
Hannah  Waldenmaier,  German. 

Average  yearly  salary  of  high  school  teachers,  including  superintendent, 
$546.66%. 


452  EDVCATION  IN  INDIANA. 

Training  of  teachers: 

Ernest  Danglade,  B.S.,  Buchtel  College. 

Julia  L.  Knox,  nmlergradiiate  Indiana  University. 

Grace  Stepleton,  undergraduate  Indiana  University. 

Enrollment  in  liigli  school . 70 

Total  enrollment  in  grades  and  high  school 330 

Number  of  girls  graduated  last  year  (1903) 7 

Number  of  boys  graduated  last  year  (1903) 5 

Number  in  this  class  that  went  to  college 4 

Number  of  graduates  since  school  was  organized 392 

Number  of  these  who  have  attended  college 65 


VINCENNES  HIGH  SCHOOL. 

A.  E.  Humke,  Superintendent. 

Organized,  1871.    Commissioned,  — . 
Superintendents,  with  dates  of  service: 

A.  W.  Jones 1871-1873 

T.  J.  Charleton 1873-1880 

R.  A.  Townsend 1880-1882 

Edward  Taylor 1882-1891 

Albert  Edward  Ilumlve 1891-1904 

Principals  and  assistants: 

R.  A.  Townsend. 

Annabel  Fleming  McClure, 

Philmer  Day. 

A.  C.  Yoder. 

O.  P  Foreman. 

C.  E.  Morris. 
High  school  teachers  and  subjects  they  teach: 

C.  E.  Morris,  English. 

O.  F.  Fidlar,  Science. 

Eflie  A.  Patee,  German. 

Edith  Ravenscroft,  Latin. 

J.  C.  Stratton,  Mathematics. 

Cora  A.  Snyder,  History. 

Katherine  Foley,  common  school  branches. 

Albert  Price,  assistant  in  Science. 

Rosa  Rush,  assistant  in  English. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$750. 
Training  of  teachers: 

C.  E.  Morris,  graduate  of  Indiana  State  Normal  School  and  Indiana 
University. 

O.  F.  Fidlar,  graduate  of  IiKliana  State  Normal  School. 

Albert  Price,  graduate  of  Indiana  State  Normal  School. 

Rosa  Rush,  graduate  of  Indiana  State  Normal  School. 

Effie  A.  Patee,  graduate  of  DePauw  University. 

Edith  Ravenscroft,  graduate  of  DePauw  University. 


EDUCATION  IN  INDIANA. 


453 


J.  C.  Stratton,  graduate  of  Indiana  University. 

Cora  A.  Snyder,  graduate  of  Indiana  University. 

Katlierine  Foley,  graduate  of  Ferris  Institute. 

Enrollment  in  high  school 220 

Total  enrollment  in  grades  and  high  school 2,086 

Number  of  girls  graduated  last  year  (1D03) 17 

Number  of  boys  graduated  last  year  (1903) 6 

Number  in  this  class  that  went  to  college 3 

Number  of  graduates  since  school  was  organized 328 

Number  of  these  who  have  attended  college 7o 


Vi.NCENNES  High  School. 


454  EDUCATION  IN  INDIANA. 

WABASH  HIGH  SCHOOL. 

Adelaide  S.  Baylor,  Superintendent. 

Organized.  1869.    Commissioned,  1885. 
Superintendents,  with  dales  of  service: 

Pleasant  Bond 1869-1871 

J.  J.  Mills 1871-1873 

I.  F.  Mills Spring  term  of  1873 

D.  W.  Thomas 1873-1886 

M.  W.  Harrison 1886-1903 

Adelaide  S.  Baylor 1903-1904 

Principals  and  assistants: 
Principals— 

J.  J.  Mills. 

I.  F.  Mills. 

Levi  Beers. 

Mary  Byrd. 

Miss  Willets. 

Lizzie  Horney. 

A.  M.  Huycke. 

Adelaide  S.  Baylor. 

Cyrus  W.  Knouff. 
Assistants- 
Adelaide  Baylor. 

Anna  Ruell, 

Aymez  Pettit. 

Grace  McHenry. 

Emma  Bain. 

Bettine  Amoss. 

Ella  Maybach. 

Minnie  Flinn. 

Walter  Bent. 

Olive  Poucher. 

Jane  Pettit. 

George  Hoke. 

Olive  Beroth. 

Alice  Robson. 

Miss  Heine. 

T.  A.  Hanson. 

Hazel  Harter. 

Clara  Haas. 

Florence  Ross. 

Alice  Carey. 

Anna  Carey. 

Walter  Greeson. 

Jessie  Thompson. 

Estella  Moore. 

Herman  Fischer. 

Beatrice  Haskins. 

Emma  Bcarnette. 


EDUCATION  IN  INDIANA. 


455 


Mary  Sullivan. 
Edna  Munson. 
Maud  Antllon3^ 
High  school  teachers  and  subjects  they  teach: 
Cyrus  W.  Knouff,  History. 
Estella  Moore,  History. 
Walter  Greeson,  Physics  and  Chemistry. 
Edna  Munson,  German. 
Emma  Barnette,  Latin. 
Herman  Fischer,  Matliematics. 
Maud  Anthony,  Biology. 
Alice  Carey,  English. 
Beatrice  Haskins,  English. 
Mary  Sullivan,  Commercial  Department. 
Minnie  Laver,  Free  Hand  and  Mechanical  Drawing. 
Cora  Small,  Music. 


Wabash  High  School.. 


456  TWUCATIOX  IX  iX DIANA. 

Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$744.55. 
Training  of  teachers: 

Cyrus  W.  Knouff,  A.  B.,  Lake  Forest. 

E'stella  Moore,  undergraduate  University  of  Chicago. 

Waiter  Greeson,  B.  S.,  Purdue  University. 

'Edna  Munson,  A.  B.,  Oxford,  Ohio. 

Maud  Anthony,  M.  A.,  Lake  Forest. 

Mary  Sullivan,  undergraduate  Business  Colleges  of  Detroit  and  In- 
dianapolis. 

Beatrice  Ilaskins,  A.  B.,  University  of  Michigan. 

Alice  Carey,  A.  B.,  Oberlin. 

Emma  Barnette,  A.  B.,  Otterbein. 

Herman  Fischer,  A.  B.,  Wheaton. 

Minnie  Laver,  graduate  of  Art  Institute,  Chicago. 

Cora  Small,  undergraduate,  Oxford,  Ohio.     Has  studied  in  several 
schools  of  music. 

Enrollment   in   high   school 310 

Total  enrollment  in  grades  and  high  school 2,fN)5 

Number  of  girls  graduated  last  year  (1903) 32 

Number  of  boys  graduated  last  year  (1903) 10 

Number  in  this  class  who  went  to  college .        7 

Number  of  graduates  since  school  was  organized 531 

Number  of  these  who  have  attended  college 135 


EDUCATION  IN  INDIANA. 


tsr 


458  EDUCATION  IN  INDIANA. 


WALKERTON  HIGH   SCHOOL. 

A.  E.  Clawson,  Superintendent. 

Org:anized,  1884.     Commissioned,  1901. 
Superintendents,  with  dates  of  service: 

I.  C.  Hamilton 1901-1902 

A.  E.  Clawson 1903-1904 

Principals  and  assistants: 

J.  A.  Jones. 

A.  E.  Rowell. 

A.  H.  Barber. 

John  Bear. 

S.  C.  Urey. 

A.  E.  Jones. 
William  Clem. 
J.  W.  Rittenger. 

B.  S.  Steele. 

A.  S.  Whitmer. 

E'lmer  McKessen. 

O.  V.  Wolfe. 
High  school  teachers  and  subjects  they  teach: 

A.  E.  Clawson,  Physics,  Botany,  Zoology,  Algebra,  Geometry,  Trig- 
onometry. 

O.  V.  Wolfe,  Rhetoric  and  Composition,  American  and  English  Lit- 
erature, Ancient,  Mediaeval  and  Modern  History,  Latin  (beginning 
Caesar),  Cicero,  Virgil. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$520. 
Training  of  teachers: 

A.  E.  Clawson,  A.  B.,  from  Indiana  University. 

O.  V.  Wolfe,  undergraduate  of  Valparaiso  College,  five  terms. 

Kate  Togarty,  graduate  of  home  schools. 

Edna  Vincent,  graduate  of  home  schools. 

Mrs.  Lizzie  Townsend,  graduate  of  Plymouth  High  School:    kinder- 
garten work  in  Chicago. 

Enrollment  in  high  school 33 

Total  enrollment  in  grades  and  high  school 240 

Number  of  girls  graduated  last  year  (1903) 3 

Number  of  boys  graduated  last  year  (1903) 5 

Number  in  this  class  that  went  to  college None 

Number  of  graduates  since  school  was  organized 00 

Number  of  these  who  have  attended  college 15 


EDUCATION  IN  INDIANA,  459 

WASHINGTON  HIGH  SCHOOL. 

W.  F.  Axtell,  Superintendent. 

Organized,  1876.     Commissioned,  1898. 
Superintendents,  witli  dates  of  service: 

Mr.  Cole ■ — 

D.  E.  Hunter 1876-1885 

W.  F.  Hoffman 1885-1894 

W.  F.  Axtell 1894-1904 

Principals  and  assistants: 

A.  O.  Fulkerson. 

Jos.  L.  Wallace. 

C.  F.  Maxwell. 
High  school  teachers  and  subjects  they  teach: 

Hamlet  Allen,  Geometry. 

H.  R.  Gers,  Chemistry  and  German. 

H.  C.  Wads  worth.  Biology. 

Sue  H.  Reece,  Latin. 

J.  M.  Vance,  English. 

C.  G.  Liebhardt,  Algebra  and  History. 

J.  M.  Black,  Music. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$862.50. 
Training  of  teachers: 

W.  F.  Axtell,  A.  B.,  Indiana  University;  student  Chicago  University. 

H.  Allen,  undergraduate  of  Franklin  College. 

H.  Wadsworth,  B.  S.,  Indiana  University. 

H.  R.  Gers,  B.  S.,  Indiana  University. 

J.  M.  Vance,  undergraduate  Indiana  University. 

C.  G.  Liebhardt,  undergraduate  Indiana  University. 

Sue  H.  Reece,  A.B.,  Indiana  University. 

J.  M.  Black,  Music. 

Enrollment  in  high  school 162 

Total  enrollment  in  grades  and  high  school 1,600 

Number  of  girls  graduated  last  year  (1903) 15 

Number  of  boys  graduated  last  year  (1903) 9 

Number  in  this  class  that  went  to  college 3 

Number  of  graduates  since  school  was  organized 300 

Number  of  these  who  have  attended  college 75 


WATERLOO  HIGH  SCHOOL. 

W.  S,  Almond,  Superintendent. 

Organized,  1865.     Commissioned,  1887. 
Superintendents: 

M.  M.  Harrison. 

L.  B.  Griffin. 

H.  H.  Keep. 

M.  D.  Smith. 


460  EDUCATION  IN  INDIANA. 

Principals  and  assistants: 

H.  M.  Coe. 

Mr.  Ringwalt. 

M.  B.  Smitli. 

Mary  L.  Lepper. 
High  school  teachers  and  subjects  they  teach: 

Mary  L.  T>epper,  Mathematics,  Latin,  Booklveeping,  English. 

W.  S.  Almond,  Science,  History,  Civics,  English. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$750. 
Training  of  teachers: 

Two,  normal  school;  one,   Butler;  one,  Mrs.  Blaker's  kindergarten; 
one,  Ann  Arbor;  one,  high  school. 

Enrollment  in  high  school 42 

Total  enrollment  in  grades  and  liigh  school 275 

Number  of  girls  graduated  last  year  (ir)03) 2 

Number  of  boys  graduated  last  year  (11K)3) 3 

Number  in  this  class  that  went  to  college None 

Number  of  graduates  since  school  was  organized No  record 

Number  of  these  who  have  attended  college .No  data 

WAVELAND  HIGH  SCHOOL. 

Rupert  Simpkins,  Superintendent. 

Organized,  1881.     Commissioned,  llKll. 
Superintendents,  with  dates  of  service: 

George  L.  Guy. 

Marcus  A.  Moffitt. 

W.  V.  Mangrum ' 1900-1903 

Rupert   Simpkins 1903-1904 

Principals  and  assistants: 

Monta  Anderson. 

Bertha  M.  Switzer. 

Rose  Cunningham. 
High  school  teachers  and  subjects  they  teach: 

Rupert  Simpkins,  History,  Mathematics  and  Physics. 

Monta  Anderson,  Latin,  English  and  Music. 

Rose  Cunningham,  IMiysiology,  Geography,  Commercial  Geography, 
Algebra,  Composition  and  Literature. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$533. 
Training  of  teachers: 

Rupert  Simpkins,  A.  B.,  M.  A.,  LL.  B.,  Indiana  University. 

Monta  Anderson,  graduate  State  Normal. 

Rose  Cunningham,  graduate  State  Normal. 

Enrollment  in  high  school V. 61 

Total  enrollment  in  grades  and  high  school 246 

Number  of  girls  graduated  last  year  (1903) 8 

Number  of  boys  graduated  last  year  (1903) 5 

Number  of  each  in  this  class  that  went  to  college 1 

Number  of  graduates  since  school  was  organized 82 

Number  of  these  who  have  attended  college 16 


EDUCATION  IN  INDIANA. 


461 


WKST  LAFAYETTE  HIGH  SCHOOL. 

E.  W.  Lawrence,  Siiperiutendent. 

Organized,  1895.    Commissioned,  1895. 
Superintendents,  witli  dates  of  service: 

Horace  Ellis 1895-1900 

E.  W.  Lawrence 1900-1904 

High  school  teachers  and  subjects  they  teach: 

F.  E.  Trucksess,  Science  and  German, 
Alfred  A.  May,  Latin  and  German. 
Daphne  Kieffer,  History  and  Literature. 
Flora  Roberts,  Mathematics  and  English. 

Average  yearly  salary  of  high  school  teachers,  including  superintendent, 
$683. 


West  La  Fayette  High  School. 

Training  of  teachers: 

F.  E.  Trucksess,  A.  B.,  from  Purdue  University. 

Daphne  Kieffer.  student  in  Purdue  University. 

Flora  Roberts,  A.  B.,  Purdue  University. 

Alfred  A.  May,  A.  B.,  from  Wooster,  Ohio. 

Enrollment  in  high  school 126 

Total  enrollment  in  grades  and  high  school 529 

Number  of  girls  graduated  last  year  (1903) 9 

Number  of  boys  graduated  last  year  (1903) 8 

Number  in  this  class  that  went  to  college 12 

Number  of  graduates  since  school  was  organized ^ 115 

Number  of  these  who  have  attended  college 45% 


462  EDUCATION  IN  INDIANA. 

WESTFIELD  HIGH  SCHOOL. 

'    W.  A.  Jessup,  Superintendent. 

Organized,  .     Commissioned,  1898. 

Superintendents: 

W.  C.  Day,  tliree  years. 

W.  A.  Jessup,  four  years. 
Principals  and  assistants: 

Gail  White. 

Lara  V.  Hanna.  ;  , 

Laura  Laughman. 

Jessie  Smitli. 
High  school  teachers  and  subjects  they  teach: 

H.  Kenyon,  History  and  Geography. 

W.  P.  Black,  Science. 

Jessie  Smith,  Latin  and  English. 

W.  A.  Jessup,  Mathematics. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent. 

$593.75 
Training  of  teachers: 

W.  A.  Jessup,  A.  B.,  Earlham  College. 

Jessie  Smith,  A.  B.,  Indiana  University. 

W.  P.  Black,  A.  B.,  Wabash  College. 

H.  Kenyon,  graduate  academy. 

Enrollment  in  high  school 80 

Total  enrollment  in  grades  and  high  school 300 

Number  of  girls  graduated  last  year  (1903) 4 

Number  of  boys  graduated  last  year  (1903) 5 

Number  in  this  class  that  went  to  college 1 

Number  of  graduates  since  school  Avas  organized 60 

Number  of  these  who  have  attended  college 23 

WHITING  HIGH   SCHOOL. 

Robert  L.  Hughes,   Superintendent. 

Organized,  1898.     Commissioned,  1902. 
Superintendents,  with  dates  of  service: 

J.  M.  Wood 1898-1899 

Mrs.  F.  B.  Hornman 1899-1900 

Robert  L.  Hughes 1900-1904 

Principals  and  assistants: 

Eugene  Gates. 

R.  L.  Hughes. 

John  C.  Hall. 
High  school  teachers  and  subjects  they  teach: 

John  C.  Hall,  Science  and  Mathematics. 

Mary  Stoerlein,  Latin  and  English. 

Edith  Faucher,  German, 

Edith  Glasfelter,'Commercial  Branches,  and  History. 

Mabel  F.  Doty,  Music  and  Drawing. 

J.  C.  Jones,  Manual  Training. 


EDUCATION  IN  INDIANA.  463 

Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$942.85. 
Training  of  teachers: 

Robert  L.  Hughes,  A.  B.,  A.  M.,  University  of  Chicago. 

John  C.  Hall,  A.  B.,  University  of  Illinois. 

Mary  Stoerlein,  A,  li.,  Iowa  College. 

Edith  Faucher,  A.  B.,  Northwestern  University. 

Edith  Gladfleter,  A.  B.,  Washington  University,  and  A.  M.,  Univers- 
ity of  Chicago. 

J.  C.  Jones,  University  of  Illinois. 

Enrollment  in   high  school 60 

Total  enrollment  in  grades  and  high  school 625 

Number  of  girls  graduated  last  year  (1903) 4 

Number  of  boys  graduated  last  year  (1903) .        1 

Number  in  this  class  that  went  to  college 2 

Number  of  graduates  since  school  was  organized 14 

Number  of  these  who  have  attended  college 4 


WINDFALL  HIGH  SCHOOL. 

John  Owens,  Superintendent. 

Organized,  1S90.    Commissioned,  1900. 
Superintendents,  with  dates  of  service: 

Oscar  H.  Wilhams 

John    Owens 1901-1904 

Principals  and  assistants: 

Stella  Shrader. 

Flora  Guyer. 

Maude  Bennett. 
High  school  teachers  and  subjects  they  teach: 

Maude  Bennett,  Latin,  Mathematics  and  History. 

John  Owens,  Science  and  Literature. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent. 

$480. 
Training  of  teachers: 

Flora  Guyer,  graduate  of  Franklin  College. 

Stella  Shrader,  undergraduate  State  Normal  School. 

Maude  Bennett,  undergraduate  State  University. 

Oscar  Williams,  graduate  State  Normal  School. 

John  Owens,  graduate  State  Normal  School  and  Franlvlin  College: 
A.  M.,  work  at  Franklin  College. 

Enrollment   in   high    school 50 

Total  enrollment  in  grades  and  high  schorl 300 

Number  of  girls  graduated  last  year  (1903) 2 

Number  of  boys  graduated  last  year  (1903) 8 

Number  in  this  class  that  went  to  college 5 

Number  of  graduates  since  school  was  organized 25 

Number  of  these  who  have  attended  college 12 


464  EDUCATION  IN  INDIANA. 


WILLIAMSPORT  HIGH  SCHOOL. 

r-^  S.  C.  Hanson,  Superintendent. 

Oragnized,  1885.     Commissioned,  1887. 
Superintendents,  witli  dates  of  service: 

S.  C.  Hanson 1885- 

Principals  and  assistants: 

Maude   Stearns 1893-1894 

E'dna  Welmer,  principal 1894-1897 

Clias.   G.   Davis,  principal 1897-1900 

Edgar  Webb,  principal 19iM}-1904 

Lydia  Gemmer,  assistant 1897-1899 

Wni.    Evans,    assistant 1899-1901 

Mrs.  M.  F.  McCord,  assistant 1901-1904 

High  school  teachers  and  subjects  they  teach: 

S.    C.    Hanson,    History,    English,    Botany,    Physics,    Physiograpliy, 

Bookkeeping. 
Edgar  Webb,   Latin,   Ciesar,   Cicero,   Virgil,   Plane  and   Solid  Geom- 
etry and  Civics. 
Mrs.  M.  P.  McCord,  first  and  second  year  'English,  first  and  second 
year  Algebra,  and  a  little  work  in  eighth  year. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$640. 
Training  of  teachers: 

S.  C.  Hanson,  completed  teachers'  course,  two  years,  in  Westfield 
College;  B.  S.,  M.  S.  and  A.  M.  later  from  same  institution;  A.  M. 
also  from  Lane  University,  Kansas;  student  in  Miami  Conserva- 
tory of  Music;  post  graduate  student  in  English,  School  Organiza- 
tion and  Geology,  University  of  Chicago,  1900. 
Edgar  Webb,  graduate  Indiana  State  Normal  School;  also  pursuing 

a  course  in  Indiana  University. 
Mrs.  M.  F.  McCord,  graduate  Indiana  State  Normal  School 

Enrollment   in   high   school 43 

Total  enrollment  in  grades  and  high  school 300 

Number  of  girls  graduated  last  year  (1903) 4 

Number  of  boys  graduated  last  year  (1903) 6 

Number  in  this  class  that  went  to  college 2 

Number  of  graduates  since  school  was  organized 81 

Number  of  these  who  have  attended  college 41 


EDUCATION  IN  INDIANA. 


465 


WiLLIAMSPORT  HiGH  SCHOOL. 


30— Education. 


466  EDUCATION  IN  INDIANA. 


WINAMAC  HIGH   SCHOOL. 
W,  H.  Kelly,  Superintendent. 

Organized,  1889.    Commissioned,  1890. 

Superintendents,  witli  dates  of  service: 

A.  T.  Reid 1889-1893 

J.  O.  Jones 1898-1895 

C.   W.   Kimmell .1895-1897 

A.  T.  Reid 1897-1901 

W.  H.  Kelly 1JX)1-1904 

Principals  and  assistants: 
E'mma  Robinson. 
Katliryn  Daggy. 
Carrie  Mathews. 
Alfred  Rober. 
J.  E.  Layton. 
R.  G.  Taylor. 

B.  M.  Hendricks. 
Albert  Reep. 

Julia  E.  Marbrough. 

Edgar  Packard. 

Lida  M.  Layton. 

Mary  MacHatton. 
High  school  teachers  and  subjects  they  teach: 

W.  H.  Kelly,  U.  S.  History,  English  and  Bookkeeping. 

Albert  Reep,  jNIathematics  and  Physics. 

Edgar  Packard,  English  and  Botany. 

Mary  MacHatton,  Latin  and  General  History. 
Average  yearly  salary  of  high  school  teachers,  includin.r?  superintonrlpiir, 

$650. 
Training  of  teachers: 

W.  H.  Kelly,  A.B.,  Indiana  University. 

Albert  Reep,  A.  B.,  DePauw  University. 

Edgar  Packard,  graduate  Indiana  State  Normal  School. 

Mary  MacHatton,  A.  B.,  Indiana  University. 

Enrollment  in  high  school 89 

Total  enrollment  in  grades  and  high  school 443 

Number  of  girls  graduated  last  year  (1903) 4 

Number  of  boys  graduated  last  year  (1903) 4 

Number  in  this  class  that  went  to  college 1 

Number  of  graduates  since  school  was  organized 79 

Number  of  these  who  have  attended  college 12 


EDUCATION  IN  INDIANA. 


467 


WiNAMAC  High  School. 


WOLCOTT  HIGH  SCHOOL. 

E.  B.  Rizer,  Superintendent. 

Organized,  1892.     Commissioned,  1903. 
Superintendents,  witli  dates  of  service: 

Mae  Romig 1892-1896 

E.  B.   Rizer 1896-1904 

Principals  and  assistants: 

Wert  R.  Neel,  principal. 

Anna  Ida  Stultz,  assistant. 
High  school  teachers  and  subjects  they  teach: 

E.  B,  Rizer,  History,  Geography  and  Physics. 

Wert  R.  Neel,  Mathematics  and  Botany. 

Anna  Ida  Stultz,  Latin  and  English. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$720. 
Training  of  teachers: 

E.  B.  Rizer,  undergraduate  of  Purdue  and  of  Indiana  Universities. 

Wert  R.  Neel,  undergraduate  of  Indiana  University. 

Anna  Ida  Stultz,  graduate  of  Indiana  University. 


468  EDUCATION  IN  INDIANA. 

EDi'ollment  in  high  school 56 

Total  enrollment  in  grades  and  high  school 300 

Number  of  girls  graduated  last  year  (1903) 0 

Number  of  boys  graduated  last  year  (1903) 2 

Number  in  this  class  that  Avent  to  college 0 

Number  of  graduates  since  school  was  organized 40 

Number  of  these  who  have  attended  college 10 


WINCHESTER  HIGH  SCHOOL. 
Oscar  R.  Balier,  Superintendent. 

Organized,  1872.     Commissioned,  1882. 

Superintendents,  with  dates  of  service: 

John  Cooper 1870-1873 

Lee  Ault 1873-1877 

E'.  H.  Buller 1877-1886 

C.  H.  Wood 1886-1891 

F.  S.  Caldwell .1891-1892 

H.  W.  Bowers 1892-1895 

Oscar  R.  Baker 1895-1904 

Principals  and  assistants: 
L.  El.  Lamme. 
Lee  Ault. 

E.  H.  Buller. 
C.H.Wood. 
J.  W.  Polly. 
H.  W.  Bowers. 

F.  S.  Caldwell. 
Oscar  R.  Baker. 

High  school  teachers  and  subjects  they  teach: 

Lee  L.  Driver,  Mathematics  and  Science.  • 

Clarence  E.  McKinney,  Latin  and  German. 

Emma  G.  Engle,  English  and  History. 

Oscar  R.  Baker,  Civics  and  Chemistry. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$815. 
Training  of  teachers: 

Lee  L.  Driver,  normal  and  college  work. 

C.  E.  McKinney,  college  work. 

Emma  Engle,  college  work. 

Oscar  R.  Baker,  normal  and  academy  work. 

Enrollment  in  high  school 100 

Total  enrollment  in  grades  and  high  school 772 

Number  of  girls  graduated  last  year  (1903) 8 

Number  of  boys  graduated  last  year  (1903) 6 

Number  in  this  class  that  went  to  college 6 

Number  of  graduates  since  school  was  organized 273 

Number  of  these  who  have  attended  college 74 


BmJCATJON  IN  INDIANA. 


469 


Winchester  High  School. 


WORTHINGTON  HIGH  SCHOOL. 
W.  B.  Van  Gorder,   Superintendent. 

Organized,  1870.     Commissioned,  . 

Superintendents,  with  dates  of  service: 

John    C.    Chaney 1879-1880 

Arnokl    Tompldns 1880-1883 

D.  M.  Nelson 1883-1884 

Bailey  Martin 1884-1885 

W.   O.   Warrick 1885-1888 

Jennie  J.  Troop 1888-1890 

J.   V.  Zartman 1890-1893 

W.  D.  Kerlin ...... 1893-1896 

Frances  Benedict    1896-1899 

W.  B.  Van  Gorder 1899-1904 

Principals  and  assistants: 
D.  A.  Little. 
Ellen  L.  Piel. 


470  EDUCATION  IN  INDIANA. 

High  school  teachers  and  subjects  they  teach: 

D.  A.  Little,  Latin  and  Algebra. 

Ellen  L.  Piel,  assistant,  History  and  English; 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$606. 
Training  of  teachers: 

D.  A.  Little,  graduate  of  State  Normal  School. 

Ellen  Piel,  graduate  of  Ann  Arbor  University. 

W.    B.    Van    Gorder,    graduate   of   Taylor    University;     also    undei'- 
graduate  of  Chicago  University. 

Enrollment  in  high  school 73 

Total  enrollment  in  grades  and  high  school 415 

Number  of  girls  graduated  last  year  (1903) 8 

Number  of  boys  graduated  last  year  (1903) 2 

Number  in  this  class  that  went  to  college 2 

Number  of  graduates  since  school  was  organized 196 

Number  of  these  who  have  attended  college 46 


ZIONSVILLE  HIGH  SCHOOL. 

H.  F.  Gallimore,  Superintendent. 

Organized,  1885,     Commissioned,  1902. 
Superintendents;  with- dates  of  service: 

A.    B.    Jones 1885-1888 

M.  D.  Avery 1888-1894 

H.  F.  Gallimore 1894-1904 

Principals  and  assistants: 

Flora  A.  Menninger. 

Edna  Johnson. 

Susie  M.  Aldrich. 
High  school  teachers  and  subjects  they  teach: 

Susie  M.  Aldrich,  English  and  German. 

N.  K.  Mills.  Mathematics  and  History. 

H.  F.  Gallimore,  Science  and  History. 
Average  yearly  salary  of  high  school  teachers,  including  superintendent, 

$680. 
Training  of  teachers: 

H.  F.  Gallimore.  superintendent,  Indiana  State  Normal  School  and 
undergraduate  Indiana  University. 

Susie   M.    Aldrich,    Michigan    State   Normal    School.    Michigan   Uni- 
versity. 

N.  K.  Mills,  undergraduate  Notre  Dame  and  Indiana  Universities. 

Enrollment  in  high  school 52 

Total  enrollment  in  grades  and  high  school 325 

Number  of  girls  graduated  last  f^av  (1903) 1 

Number  of  boys  graduated  last  year  (1903) 6 

Number  in  this  class  who  went  to  college 3 

Number  of  graduates  since  school  was  organized 92 

Number  of  these  who  have  attended  college 42 


MWCATION  IN  INDiANA.  471 

B.    TOWNSHIP  HIGH  SCHOOLS. 

L     GENERAL  STATEMENT. 

The  greatest  activity  in  high  school  circles  during  the  last 
few  years  has  been  in  the  townships.  The  new  transfer  law 
has  promoted  high  schools,  while  the  new  high  school  law  has 
improved  them  in  quality.  It  is  now  required  as  a  prerequisite 
that  there  shall  be  at  least  twenty-five  common  school  graduates 
of  school  age  residing  in  the  township.  This  last  law  checked 
the  organization  of  small  high  schools  throughout  the  state  inci- 
dent to  the  attempt  to  defeat  the  transfer  law.  In  nearly  every 
case  new  high  schools  are  now  organized  only  where  the  demands 
are  strong  and  the  conditions  favorable. 


2.     THE  TOWISTSHIP  HIGH  SCHOOL  LAW. 

(1901,  p.  514.    Approved  March  11,  1901;  in  force  May,  1901.) 

The  school  trustees  shall  take  charg^e  of  the  educational  affairs  of 
their  respective  townships,  towns  and  cities.  They  shall  employ  teachers, 
establish  and  locate  conveniently  a  sulficient  number  of  schools  for  the 
education  of  the  children  therein,  and  build,  or  otherwise  provide,  suit- 
able houses,  furniture,  apparatus  and  other  articles  and  educational 
appliances  necessary  for  the  thorough  organization  and  efficient  manage- 
ment for  said  schools.  Such  school  trustees  may  also  establish  and 
maintain  in  their  respective  corporations,  as  near  the  center  of  the  town- 
ship as  seems  wise,  at  least  one  separate  graded  high  school,  to  which 
shall  be  admitted  all  pupils  who  are  sufficiently  advanced:  Provided, 
That  the  school  trustees  of  two  or  more  school  corporations  may  estab- 
lish and  maintain  joint  graded  high  school [s]  in  lieu  of  separate  graded 
high  schools,  and  when  so  done  they  jointly  shall  have  the  care,  manage- 
ment and  maintenance  thereof:  Provided  further,  That  any  trustee, 
instead  of  building  a  separate  graded  high  school  for  his  township,  shall 
transfer  the  pupils  of  his  township  competent  to  enter  a  graded  high 
school  to  another  school  corporation:  Provided  further.  That  all  pay- 
ments of  tuition,  provided  for  under  this  act,  heretofore  made  by  school 
trustees  for  such  high  school  privileges  are  hereby  legalized:  Provided 
further,  That  no  such  graded  high  school  shall  be  so  built  unless  there 
are  at  the  time  such  house  is  built,  at  least  twenty-five  common  school 
graduates  of  school  age  residing  in  the  township. 


472  EDUCATION  IN  INDIANA. 

3.     HTSTOEY. 

It  is  an  interesting  fact  that  before  the  middle  of  the  nine- 
teenth century  State  Superintendent  Mills  had  seen  the  real  solu- 
tion of  the  problem  of  education  in  a  democracy,  and  had  named 
consolidation  as  the  key.  Out  of  this  thought  came  the  idea 
of  centers  of  learning  in  districts,  townships,  and  towns,  with 
combinations  possible  in  districts  and  townships,  and  finally  with 
combinations  possible  between  and  among  districts  and  townships. 
This  made  the  township  graded  school  possible,  which  in  turn 
made  possible  and  necessary  the  township  high  school.  Super- 
intendent Mills,  in  his  messages  to  the  legislature  in  the  forties, 
and  afterward  in  his  reports  as  state  superintendent  of  public 
instruction  goes  over  all  the  arguments  for  consolidation  and 
centralization  of  district  schools ;  and,  so  far  as  I  know,  his  argu- 
ments have  never  been  improved  or  added  to.  It  was  through 
such  men  as  Mills  on  the  outside,  and  John  I.  Morrison,  chairman 
of  the  educational  committee  in  the  constitutional  convention, 
that  education  received  recognition  in  the  new  constitution.  With 
the  new  constitution  and  the  law  of  1852,  the  township  became 
the  political  and  the  school  unit  of  the  state.  This  fact  is  of  the 
largest  significance  in  dealing  with  tlie  Indiana  school  system, 
for  Indiana  was  probably  the  first  state  to  make  the  lownship  ihe 
school  unit.  Since,  it  has  been  adopted  by  other  states  in  the 
Union.  The  claims  made  for  it  and  admitted  need  not  be  re- 
peated here.  The  new  constitution  gave  state  supervision,  and  the 
people  shortly  voted  in  favor  of  taxation  for  the  maintenance  of 
schools.  The  movement  forward  with  the  new  constitution  was 
interrupted  by  unfavorable  decisions  of  the  courts  and  by  the  com- 
ing of  the  civil  war.  In  the  early  sixties  from  these  causes  the 
schools  suffered  and  dropped  to  the  lowest  level.  It  was  not  until 
after  the  civil  war  that  the  revival  came.  The  supreme  court  held 
that  local  levies  for  tuition  and  conxmon-school  revenues  were  con- 
stitutional, thus  making  it  possible  for  towns  and  townships  to  pro- 
vide for  terms  of  school  of  respectable  length.  This  really  was 
the  beginning  of  local,  public  high-school  education.  The  law 
had  also  made  it  clear  that  it  was  the  duty  of  township  trustees 
to  provide  secondary  schools  for  pupils  who  have  completed  the 
work  in  the  grades.     Out  of  all  these  influences,  with  the  town- 


EDUCATION  IN  INDIANA.  473 

ship  as  the  unit  and  center  of  educational  activity,  the  township 
high  school  came.  It  was  an  evolution  and  came  naturally. 
Academies,  seminaries,  and  other  secondary  schools  gradually 
came  under  the  control  of  the  towns  and  townships,  and  there 
are  few  private  or  denominational  preparatory  schools  left.  The 
closing  years  of  the  last  century  witnessed  a  rapid  development 
in  township  high  schools. 

The  township  high  school  was  usually  located  in  a  centrally 
situated  town,  but  not  always.  There  are  many  flourishing 
schools  in  rural  communities,  some  of  these  bearing  commissions 
from  the  state  board  of  education.  Some  of  these  schools  are 
located  in  small  municipalities,  and  are  organized  jointly  between 
town  and  township.  Others,  as  hinted  above,  are  joint  township 
schools  under  the  management  of  two  or  more  townships. 
These  schools  are  often  the  centers  of  really  great  learning,  hav- 
ing, as  they  do,  some  of  our  strongest  men  and  women  as 
teachers.  Bright  young  graduates  of  our  normal  schools,  col- 
leges, and  universities,  ambitious  to  rise  in  the  profession,  come 
to  these  schools  and  attract  to  them  the  best  young  blood  in  the 
township.  The  result  is  apparent  in  increased  educational  inter- 
est in  the  community.  The  course  of  study  is  made  to  appeal 
to  the  interests  of  the  many,  and  everything  is  done  to  make  the 
time  spent  in  school  worth  while.  For  the  vast  majority  this  is 
the  finishing  school,  and  it  is  made  to  mean  as  much  as  possible. 
And  so  it  becomes  a  great  educational  center,  and  marks  an 
epoch  in  the  lives  of  many  who  are  to  take  up  their  life-work  in 
its  shadow.  It  is  not  a  preparatory  school  for  college,  though 
many  of  its  graduates  go  to  college.  Its  aim  is  to  do  the  best 
thing  it  can  for  those  who  presumably  will  go  no  farther.  Com- 
munity life  determines  our  course  of  study,  and  the  puplis  are 
prepared  for  life's  activities.  In  doing  the  best  thing  for  the 
majority  who  do  not  enter  college,  we  have  found  that  we  are 
doing  the  best  thing  for  the  minority  who  do  go  to  college,  and 
we  have  come  to  believe  that  such  a  course  prepares  for  college 
best.  In  the  smaller  schools  courses  are  articulated  with  courses 
in  the  large  high  schools,  so  that  in  many. cases  where  good  work 
is  done,  and  Avhere  the  teachers  are  known,  one,  two,  or  three 
years'  work  in  small  schools  is  accepted  in  full  and  given  credit 
for  credit  in  the  larger  high  school. 


4T4  EDUCATION  IN  INDIANA. 

In  the  matter  of  school  architecture  there  has  been  great 
progress  in  the  state.  This  is  particularly  true  with  regard  to 
township  buildings.  Some  of  these  high  schools  are  housed  in 
modern,  well-equipped  buildings  that  are  models  in  every  way. 

The  Nineveh  township  high  school  in  Johnson  county  has 
been  in  operation  since  1872,  and  is  probably  the  oldest  school 
of  its  kind  in  the  state.  It  was  established  by  the  abandonment 
of  three  district  schools  located  near  the  village.  The  high 
school  is  in  the  center  of  the  village,  and  is  attended  by  all  the 
pupils  in  the  township  prepared  to  do  high-school  work.  I  find 
an  account  of  the  work  of  this  school  in  State  Superintendent 
Geeting's  report  of  1898.  Superintendent  Geeting  gave  great 
impetus  to  this  movement;  indeed,  his  name  and  the  growth  of 
the  township  high  schools  are  inseparable  in  Indiana.  The  fol- 
lowing account  of  the  I^ineveh  school  is  evidently  from  the  pen 
of  one  who  was  familiar  with  the  work  of  the  school : 

It  is  one  of  the  most  potent  factors  in  our  community  for  good,  and  has 
unquestionably  raised  the  standard  of  intelligence,  of  morality,  of  taste, 
and  therefore,  of  life  among  the  people.  While  a  few  in  the  township 
are  opposed  to  higher  education,  the  vast  majority  favor  the  school  and 
would  not  do  Avithout  it.  The  school  has  many  graduates  now,  some 
of  them  in  higher  institutions  of  learning,  and  some  filling  positions  of 
trust  in  different  parts  of  the  country.  Many  have  married  and  settled 
here  in  the  township,  and  have  an  elevating  influence  upon  the  com- 
munity. The  principal  is  also  superintendent  of  the  grades,  and  receives 
four  dollars  per  day.  We  have  two  teachers  doing  high  school  work. 
The  principal  is  a  college  graduate  with  a  master's  degree,  and  the  as- 
sistant is  a  high  school  graduate,  and  has  made  other  special  preparation 
for  her  work.  We  have  a  four-year  course,  though  the  terms  are  only 
six  to  seven  months.  The  character  of  the  work  done  is  equal  to  that 
done  in  any  of  the  high  schools  or  preparatory  schools  of  the  state,  so 
far  as  we  go.  I  firmly  believe  the  work  done  by  our  pupils  is  far  superior 
to  that  done  in  the  larger  towns,  as  there  are  fewer  things  here  to  take 
attention  from  the  work.  Our  pupils  range  in  age  from  fourteen  to 
twenty-two,  and  spend  an  average  of  two  hours  a  day  upon  each  study. 
There  are  five  graduates  this  year,  two  from  town  and  three  from  the 
country.  Two  of  these  live  about  four  miles  distant,  and  their  parents 
have  conveyed  them  back  and  forth  for  four  years.  In  this  connection 
I  would  state  that  about  half  of  our  pupils  live  upon  farms.  No  provision 
has  been  made  by  the  trustees  for  conveyance,  but  this  is  not  felt  as 
being  a  hardship,  as  those  living  in  the  country  have  rigs  or  wheels  of 
their  own.  In  the  first  year  there  are  ten  pupils;  in  the  second,  three; 
in  the  third,  four;  and  in  the  fourth,  five.  In  Latin,  besides  the  pre- 
liminary work  and  grammar,  we  read  two  books  of  Caesar  and  three  of 
yirgil.     In  mathematics  we  complete  Milne's  Hi^h  School  Algebra  an(i 


EDUCATION  IN  INDIANA.  475 

Wentworth's  Plane  Geometry.  We  give  two  years  to  English  literature, 
two  years  to  general  history,  one  year  to  geology,  one  year  to  physics, 
one  year  to  rhetoric,  one  year  to  physical  geography,  and  three  months 
to  civil  government. 

As  another  example,  the  Straughn  township  high  school,  in 
Henry  county,  is  typical  of  scores  of  schools  over  the  state. 
What  I  write  here  is  taken  from  a  recent  account  sent  to  me  of 
the  work  of  this  school : 

The  township  graded  school,  with  a  high  school,  was  organized  in 
October,  1893,  in  a  three-room  building,  with  tlu-ee  teachers  and  one 
hundred  five  pupils,  eighteen  of  whom  constituted  the  freshman  class 
of  the  high  school.  Eight  of  these  freshmen  had  not  completed  the  work 
in  the  common  schools  nor  grades  and  as  a  consequence  six  of  them 
dropped  out  the  first  year.  Two  married  in  the  second  year,  and  ten  of 
the  original  eighteen  finished  the  three-year  course.  Last  year  another 
room  was  added  to  the  building,  and  there  are  now  four  teachers  and 
one  hundred  and  twenty  pupils  with  a  fourth  year  added  to  the  high- 
school  course.  The  school  has  graduated  thirty-two  pupils.  Many  who 
began  the  work  in  the  Straughn  school  finished  in  other  high  schools, 
and  many  did  only  a  part  of  the  work. 

Tliat  the  Straughn  school  has  awakened  ideals  of  culture  hitherto 
unknown  in  the  community  is  conceded  by  all.  Patrons,  pupils  and 
teachers  have  worked  in  harmony,  and  are  equally  proud  of  the  school. 

Of  the  thirty-two  graduates,  sixteen  have  attended  higher  institutions 
of  learning.  Eight  are  teachers  or  have  taught  school.  Six  are  graduates 
of  business  colleges.  Four  are  Indiana  university  students.  Two  have 
been  students  in  the  farmers'  course  at  Purdue.  One  has  been  a  DePauw 
student.  Twelve  are  farmers,  and  two  are  merchants.  It  is  the  opinion 
of  the  writer  that  the  influence  of  this  school  has  entered  every  home 
in  the  community,  and  that  it  is  an  influence  for  better  living. 

While  there  are  scores  of  township  high  schools  working 
under  widely  different  conditions,  some  wdth  short  term^  and 
short  courses,  and  no  limited  number  of  teachers,  the  tendency 
is  to  meet  the  requirements  of  the  state  board  of  education,  and 
there  is  a  constantly  increasing  number  receiving  commissions. 
The  requirements  for  a  commission  are  as  follows : 

Three  years  of  language,  three  years  of  history,  three  years 
of  mathematics,  two  years  of  science,  four  years  of  English  are 
required,  with  electives  to  complete  a  full  course  of  four  years. 
This  is  not  meant  to  be  absolute  but  is  suggested  as  a  basis  upon 
which  to  form  a  course  and  as  the  minimum  amount  of  work 
required.  As  further  requirements  the  following  may  be  men- 
tioned:    (1)  The  character  of  the  teaching  must  be  satisfactory; 


4Y6  EDUCATION  IN  INDIANA. 

(2)  the  high-scliool  course  must  not  be  less  than  thirty-two 
months  in  length,  continuing  from  the  eighth  year;  (3)  the 
whole  time  of  at  least  two  teachers  must  be  given  to  the  high- 
school  work;  (4)  the  pursuing  of  a  few  subjects  throughout  the 
entire  course  rather  than  many  covering  short  periods;  (5)  a 
library  adequate  to  meet  all  the  demands  for  reference  work  and 
general  reading  supplementary  to  the  regular  text-books;  (6) 
laboratories  fully  equipped  to  do  all  of  the  necessary  work  in 
the  sciences  pursued  in  any  given  high  school. 


INTERESTING  DATA. 

Number  of  counties  in  Indiana 92 

Number  of  townships 1,01G 

Number  of  high  schools,  all  grades 763 

Number    of    township    graded    schools    doing    work    in    common 

branches  only    1,011 

Number  of  township  high  schools 580 

Number  of  commissioned  township  high  schools 15 

High-school  enrollment  3G,641 

Township  high-school  enrollment 13,305 

High-school  graduates,   1903 4,440 

Township  high-school  graduates,  1903 1,344 

Number  of  high  school  teachers 1,829 

Number  of  township  high-school  teachers 848 

Salaries  of  teachers  employed: 

a.  Commissioned     high-school    teachers     (170    days     average 

school  year)  per  year $720.00 

b.  Township  high-school  teachers   (140  days   average   school 

year)  per  year  432.00 

Per  capita  cost  of  maintenance: 

a.  In  commissioned  high  schools 33.00 

b.  In  township  high  schools 25.00 

The  value  of  the  work  that  these  township  schools  are  accom- 
plishing cannot  be  stated.  Provision  is  made  for  free  secondary 
training  for  every  child  in  the  state.  The  one  great  end  kept  in 
view  is  the  preparation  of  the  child  as  fully  as  possible  for  the  real 
duties,  opportunities,  and  privileges  of  life.  We  are  trying  to 
make  an  institution  that  wHl  develop  manly  men  and  womanly 
women;  one  that  will  teach  the  boys  and  girls  that  there  is  work 
to  do  in  the  world,  and  that  Avill  help  each  one  to  find  his  life- 
work,  and  show  him  liow  to  be  successful  and  liai)]w  in  it.  The 
secondary  school  can  bring  to  the  pupils  and  to  the  communify 


EDUCATION  IN  INDIANA.  477 

the  great  forces  in  life  which  guide,  inspire,  and  realize  possibili- 
ties. It  can  minister  to  the  needs  of  life,  not  only  by  bringing 
broad  fundamental  principles  of  culture,  but  by  suggesting 
practical  social  problems  and  their  solutions,  and,  more  than  this, 
by  suggesting  and  pointing  out  actual  vocations  and  ways  to 
succeed  in  them.  Our  school  machinery  has  been  simplified. 
There  is  now  only  one  trustee  in  a  township,  and  the  large 
responsibility  placed  upon  him  is  gradually  being  realized,  and 
we  are  obtaining  better  men  all  the  while  for  the  position.  The 
dignity  of  the  calling  is  growing,  and  there  is  for  us  not  far  in 
the  future  to  see  a  complete  realization  of  the  things  for  which 
Ave  have  hoped  and  for  which  we  have  striven. 


C.    ACADEMIES. 

1.     FEIE^^DS'  ACADEMIES. 

a.     SriCKLAND  ACADEMY,   SPICELAND. 

The  foundation  of  Spiceland  academy  was  laid  as  earty  as 
18'']4,  when  the  members  of  the  Society  of  Friends  living  in  the 
vicinity  of  Spiceland,  Ind.,  decided  that  they  miist  have  better 
facilities  for  the  education  of  their  children  than  the  common 
schools  of  the  state  then  afforded.  Before  the  Friends  were  able 
to  build  a  school  house,  Robert  Harrison,  an  Englishman,  taught 
several  terms  in  a  log  meeting  house.  Mr.  Harrison  was  well  edu- 
cated and  also  taught  a  Latin  class,  which  recited  twice  a  week. 
The  school  increased  in  interest  and  members  until  the  Friends 
felt  that  they  were  able  to  support  a  school  of  their  own.  A  frame 
building  was  built  especially  for  school  purposes.  During  this 
time  the  school  was  under  the  care  of  a  committee  appointed  by 
Spiceland  monthly  meeting.  In  18 GO  a  more  commodious  house 
was  built  and  in  1871  a  brick  building  was  built. 

The  school  was  chartered  in  1870  and  is  the  oldest  academy  in 
charge  of  the  Friends  in  the  state.  AVliile  the  school  is  under  de- 
nominational control,  it  is  not  sectarian  in  the  least,  its  purpose 
being  to  develop  practical,  earnest  and  active  christian  manhood 
and  womanhood. 


478  EDUCATION  IN  INDIANA. 

Practically  all  the  teachers  of  Henry  county  and  many  of  the 
adjoining  counties  have  been  students  of  .the  academy,  and  we 
might  conclude  that  the  school  has  influenced  the  teaching  force  of 
the  surrounding  counties  to  no  small  degree. 

The  board  of  trustees  consist  of  six  members,  two  of  whom  are 
appointed  annually  by  Spiceland  monthly  meeting  to  serve  a  term 
of  three  years.  Usually  two  of  the  members  are  women.  At 
present  the  faculty  consists  of  six  members,  and  the  enrollment  is 
eighty-three. 

.  The  academy  has  an  endowment  of  nearly  seven  thousand  dol- 
lars and  owns  a  farm  worth  at  least  four  thousand  five  hundred 
dollars.  The  school  is  supported  from  the  interest  of  the  endow- 
ment fund,  the  proceeds  of  the  farm  and  private  tuition.  It  also 
receives  public  funds  from  the  township  trustee  for  the  township 
high  school  work. 

h.    BLOOMINGDALE  ACADEMY,  BLOOMINGDALE. 

The  Friends'  Bloomingdale  academy  was  founded  as  a  manual 
labor  school  in  1845  under  the  care  of  the  Friends  in  western 
Indiana.  About  that  time  there  was  much  speculation  on  new 
educational  schemes.  The  socialistic  system  was  rampant,  com- 
munities were  being  organized,  and  manual  labor  schools  had 
many  enthusiastic  advocates.  Harvey  Thomas,  a  well  known 
educator  of  Pennsylvania,  having  conceived  the  idea  of  establishing 
a  manual  labor  school  somewhere  in  the  west,  came  out  to  Parke 
county,  Indiana,  and  found  a  promising  field  for  such  an  enter- 
prise and  attentive  ears  to  listen  to  his  economic  plans.  About 
thirty  acres  of  land  were  purchased  at  Bloomfield  (now  Blooming- 
dale)  and  buildings  were  erected.  In  a  few  years  the  manual 
labor  phase  of  the  institution  was  abandoned  as  impracticable. 
Though  failing  to  reach  what  was  desired  in  technical  arts  and 
industries,  the  school  was  a  success  in  college  work. 

Prominent  among  those  to  whom  the  institution  owes  its  success 
was  Barnabas  C.  Hobbs,  LL.  D.,  who  served  as  superintendent 
for  twenty-one  years.  During- his  superintend'ency  the  school  was 
reorganized  and  incorporated  under  the  laws  of  Indiana  as  the 
Friends'  Bloomingdale  academy.  The  charter  provides  that  this 
institution  shall  be  controlled  and  managed  by  Bloomingdale 
quarterly  meeting  of  the  Friends'  church.     Its  officers  consist  of 


EDUCATION  IN  INDIANA.  479 

a  board  of  trustees  appointed  by  the  church.  This  board  selects 
a  principal  who  has  immediate  jurisdiction  over  the  school. 

The  laboratory  facilities,  through  the  energy  and  earnestness  of 
A.  r.  Mitchell,  present  superintendent,  have  been  greatly  enlarged 
and  improved. 

The  present  enrollment  is  sixty-seven.  This  academy  is  sup- 
ported mainly  by  tuition  of  its  students.  There  is  an  endowment 
fund  that  gives  an  annual  revenue  of  $300. 

c.    CENTRAL  ACADEMY,  PLAINFIELD. 

Central  academy  was  organized  in  1878  for  the  purpose  of  pro- 
viding thorough  secondary  education  for  all  young  people  of  the 
conimunity  who  could  not  otherwise  obtain  such  advantages. 
Afterward  the  work  was  taken  up  by  the  Friends  church.  In  1892 
an  association  was  formed  with  a  capital  stock  of  $10,000,  and  a 
certificate  of  incorporation  under  the  laws  of  Indiana  was  granted. 
At  this  time  three  quarterly  meetings  in  Morgan,  Marion  and 
Hendricks  counties,  known  as  the  White  Lick,  Fairfield  and  Plain- 
field  meetings,  took  up  the  work.  Later  Danville  quarterly  meet- 
ing was  admitted  into  the  association.  The  school  is  controlled 
by  a  board  of  twelve  directors  chosen  by  these  quarterly  meetings, 
three  from  each  meeting.  A  president,  secretary  and  treasurer, 
who  together  with  a  fourth  member  form  an  executive  committee, 
are  the  officers  of  the  board. 

At  present  there  are  four  members  of  the  faculty,  and  the 
present  enrollment  is  fifty.  The  school  is  supported  principally 
by  tuition  of  $30  a  year.  There  is  a  permanent  endowment  of 
$2,500,  and  other  funds  producing  about  $250  a  year. 

>  d.    FAIRMOUNT  ACADEMY. 

x\  proposition  for  the  establishment  of  a  quarterly  meeting 
school  was  presented  to  Northern  Quarterly  Meeting  of  Friends 
held  at  Back  creek,  two  miles  north  of  Fairmount,  Indiana, 
December  15,  1883.  A  committee  composed  of  sixteen  men  and 
ten  women  was  appointed  at  this  meeting  to  consider  the  feasi- 
bility of  the  proposition.  In  three  months  the  committee,  after 
having  met  four  times,  reported  that  they  thought  the  opening 
a  good  one  for  the  establishment  of  a  higher  institution  of  learn- 
ing, and  giving  in  justification  of  their  recommendation  the  fol- 


480  EDUCATION  IN  INDIANA. 

lowing:  ^'As  we  recognize  in  a  properly  conducted  school  the 
elements  for  the  building  up  of  character  and  rendering  the  pos- 
sessor more  useful  in  both  church  and  state." 

This  committee  suggested  that  the  quarterly  meeting  incorpo- 
rate itself  for  the  purpose  of  holding  property,  and  also  presented 
to  the  meeting  "an  article  of  association"  for  an  institution  of 
this  kind.  In  June,  1884,  the  committee  reported  the  location 
and  purchase  of  the  grounds  for  the  academy  building  in  Fair- 
mount,  Ind.,  and  presented  to  the  meeting  the  names  of  six  per- 
sons to  serve  as  trustees  of  said  academy,  viz.,  Jesse  Haisley, 
Samuel  C.  Wilson,  Peter  II.  Wright,  Enos  Harvey,  Abel  Knight, 
and  W.  C  Winslow;  also  an  incorporating  committee  composed 
of  Elwood  Haisley,  James  M.  Ellis,  Thomas  J.  ]S[ixon,  Ivy  Lu- 
ther and  Mahlon  Harvey. 

In  September,  1885,  the  trustees  reported  the  building  com- 
pleted at  a  total  cost  of  $9,029.53,  and  that  the  school  would 
open  September  21,  1885,  with  Joseph  W.  Parker  as  principal 
and  instructor  of  the  academic  department,  and  Elwood  O.  Ellis 
as  instructor  of  the  grammar  department.  By  action  taken  by 
the  quarterly  meeting  in  March,  1888,  the  academy  was  incor- 
porated. In  June,  1888,  a  contract  for  taking  one  hundred  pupils 
from  the  corporation  of  Fairmount  was  closed  for  the  sum  of 
e$720.00  tuition  and  $145.00  rent  and  fueL  The  school  has 
been  supported  by  tuition  paid  by  the  students,  and,  from  time 
to  time,  voluntary  subscriptions  for  its  support  by  friends  of 
the  institution.  In  March,  1893,  the  school  having  outgrown 
its  old  quarters,  a  proposition  to  sell  the  academy  building  and 
grounds  and  rebuild  in  another  location  was  presented  to  the 
quarterly  meeting.  The  meeting  approved  the  plan  and  ap- 
pointed a  committee  for  this  purpose.  The  old  building  and 
location  was  sold  for  $8,000.00.  The  new  building  and  grounds, 
costing  $17,327.60,  are  located  one  mile  northwest  of  the  center 
of  Fairmount. 

Legal  notice  being  given,  the  board  of  trustees,  consisting  of 
six  members,  was  appointed^.by  the  quarterly  meeting  to  serve 
for  three  years,  two  being  elected  at  each  June  meeting. 

At  present  (Maj^  1904)  the  board  consists  of  the  following 
persons :    Ancil  E.  Ratliff,  President ;  James  M.  Bell,  Secretary ; 


EDUCATION  IN  INDIANA,  481 

Joel  B.  Wright,  Treasurer;  William  W.  Ware;  (Mrs.)  Anna  M. 
Johnson;  (Mrs.)  Ida  Winslow. 

The  faculty  (1903-1904)  is  made  up  as  follows:  Principal 
Leon  L.  Tyler,  literature  and  pedagogics;  (Mrs.)  Minnie  L.  Ty- 
ler, history  and  English;  Frances  A.  Sheppard,  Latin  and  Ger- 
man ;  Forest  Foraker,  science  and  mathematics ;  R.  E.  Dean,  com- 
mercial; Harriett  E.  Henry,  piano  and  voice. 

The  enrollment  in  the  academic  courses  for  the  present  year 
(1903-1904)  is  100,  in  the  commercial  course  20. 

The  school  is  now  approaching  the  completion  of  a  $20,000 
endowment  which  it  is  hoped  will  be  reached  by  September,  1904. 
This  will,  in  a  measure,  free  the  quarterly  meeting  from  special 
efforts  to  meet  the  deficits  which  result  yearly,  from  the  fact 
that  a  merely  nominal  tuition  rate  is  charged  ($25  per  year). 
Judged  by  the  character  of  its  200  graduates,  a  better  place  to 
put  a  gift  could  not  be  found. 

In  equipment,  the  academy  is  practically  in  the  college  class. 
Its  laboratory  was  one  of  the  first  opened  in  a  preparatory  school 
in  Indiana,  and  its  library,  the  gift  of  Iredell  B.  Rush,  of  Co- 
lumbia City,  Ind.,  is  rich  in  reference  works  and  books  of  rare 
value.     The  students  publish  a  paper  called  the  Academician. 

The  Aurora  literary  society  is  the  one  central  source  of  pleasure 
and  forensic  opportunity  during  the  winter  months. 

The  work  is  organized  so  as  to  give  the  largest  measure  of 
latitude  in  the  choice  of  courses.  A  four  years'  course  leads 
to  university  and  college  entrance;  a  three  years'  elective  course 
for  general  education  or  college ;  a  three  years',  covering  English 
work  only  with  a  year's  study  in  pedagogics ;  two  commercial 
courses,  preferably  for  post-graduates,  each  covering  one  year,  one 
making  bookkeeping  the  major,  the  other  shorthand  and  type- 
writing. 

As  to  subjects  offered  with  maximum  time:  Latin,  four  years; 
German,  two;  algebra,  two;  geometry,  one;  physics,  one;  general 
history,  two;  English,  three  and  one-half;  civics,  one-half;  bot- 
any, one-half;  biology,  one-half;  chemistry,  one-half;  Bible 
study,  four ;  pedagogics,  one ;  arithmetic,  one ;  American  history, 
one;  English  grammar,  one;  physiology,  one-half;  physical  geog- 
raphy, one-half;  trigonometry,  one-half;  commercial  arithmetic, 
one-half ;  commercial  law,  one-half ;  business  correspondence,  one ; 

31— Education. 


482  EDUCATION  IN  INDIANA. 

penmansliip,  one ;  spelling,  one ;  bookkeeping,  one ;  shorthand,  one ; 
typewriting,  one;  business  practice,  one;  instrumental  music, 
four;  vocal  music,  four. 

Tennis,  basket-ball,  croquet  and  other  out-of-door  sports  afford 
diversions,  both  healthful  and  attractive. 

c.    WESTFIELD  ACADEMY,  WESTPIELD. 

E^o  report  was  submitted  by  the  Westfield  academy,  though  it  is 

known  to  be  an  excellent  school.    About  two  hundred  students  are 

enrolled. 

/.    AMBOY  ACADEMY,  AMBOY. 

Amboy  academy  was  established  by  the  Society  of  Friends  at 
Amboy,  Miami  county,  Indiana,  in  1872,  and  was  under  the  con- 
trol of  the  Friends  church.  The  first  building  was  built  by  the 
Friends  and  paid  for  largely  by  private  donations.  For  the  first 
three  years  after  the  school  was  founded,  it  was  supported  by  tui- 
tion and  private  subscriptions.  From  the  first  the  object  of  the 
school  was  to  do  academic  or  high  school  work.  Consequently  an 
academic  spirit  has  always  pervaded  the  institution.  In  1875  the 
Friends  leased  this  building  to  the  township  trustees  and  school 
was  continued  under  township  management.  Then  the  town  and 
township  bought  the  Friends'  building  together;  other  buildings 
were  added  and  the  school  became  a  joint  town  and  township  high 
school.  The  school  is  at  present  under  the  management  of  public 
officers,  and  is  a  commissioned  high  school. 

Amboy  academy  is  now  a  joint  graded  school  of  Jackson  town- 
ship and  town  of  Amboy,  Miami  county,  Indiana.  It  is  under  the 
joint  management  of  the  township  trustee  and  three  members  of 
the  town  school  board.  Said  trustee  is  elected  by  vote  of  the  people 
for  a  term  of  four  years.  The  members  of  the  school  board  of 
Amboy  academy  are  elected  by  the  trustees  of  the  town  of  Amboy 
for  a  term  of  three  years.  There  are  eight  members  in  the  faculty 
and  four  grade  teachers.  The  school  occupies  one  building.  The 
present  enrollment  is  two  hundred  and  thirty-five,  sixty  of  whom 
are  in  the  high  school  department. 

It  is  supported  by  state  funds  and  local  taxation  of  Jackson 
township  and  town  of  Amboy.  The  township  defrays  6.5  per  cent, 
of  the  running  expenses  and  the  town  35  per  cent. 

The  school  has  graduated  120  students. 

At  present  A.  E.  Martin  is  superintendent. 


EDUCATION  IN  INDIANA.  483 

2.    MILITAEY  ACADEMIES. 

a.    CULVER  MILITARY  ACADEMY,  CULVER. 

The  Culver  military  academy,  the  largest  and  possibly  the  best 
known  private  academy  in  the  world,  was  founded  in  1894  by  the 
late  H.  H.  Culver,  a  generous  and  philanthropic  citizen  of  St. 
Louis.  Since  his  death  his  widow  and  sons,  residents  of  St.  Louis, 
who  with  the  superintendent,  constitute  a  self -appointing  board  of 
trustees  have  vigorously  carried  out  Mr.  Culver's  plans,  constantly 
adding  new  buildings  and  equipment,  until  today  the  school  stands 
a  great  monument  to  its  founder,  and  a  credit  to  the  state  and 
nation.  The  rapid  growth  of  the  institution  is  without  parallel  in 
the  history  of  private  schools,  its  attendance  increasing  800  per 
cent,  in  three  years. 

Col.  A.  E.  Fleet,  A.  M.,  LL.  D.,  the  present  superintendent,  has 
been  the  head  of  Culver  military  academy  almost  since  its  begin- 
ning. Under  his  skillful  and  almost  magic  touch,  the  corps  of 
cadets  has  grown  from  a  company  of  thirty  to  a  battalion  of  almost 
two  hundred  and  forty ;  with  enough  applicants  in  excess  of  capac- 
ity for  each  of  the  past  two  or  three  years  to  fill  another  school. 
Col.  Elect  received  his  instruction  in  the  great  civil  war  and 
during  all  the  years  since  he  has  been  teaching.  The  superin- 
tendent is  assisted  by  a  staff  of  sixteen  officers  and  instructors, 
who  are  themselves  graduates  of  leading  colleges. 

There  are  three  great  fire-proof  barracks,  a  steel  and  brick  rid- 
ing hall,  a  splendid  gymnasium  of  similar  structure,  equipped 
with  running  track,  baths,  etc.  These  constitute  the  main  build- 
ings of  the  Culver  plant.  Eor  military  purposes  the  United 
States  government  has  issued  the  academy  a  splendid  equipment 
of  small  arms  and  artillery. 

The  academy  is  affiliated  with  the  university  of  Chicago.  The 
life  of  cadets  is  regulated  by  the  trumpet,  and,  while  strict,  has 
many  features  of  great  interest  to  the  boys.  The  cadet  black  horse 
troop  is  possibly  the  most  attractive  feature  to  the  boys. 

A  unique  feature  of  Culver  is  the  summer  session.  The 
academy  is  located  on  lake  Maxinkuckee,  and  the  government  has 
issued  four  man-of-war  cutters,  so  that  the  summer  session  becomes 
a  naval  school.     The  cadets  take  one  or  two  studies  in  the  morn- 


484  EDUCATION  IN  INDIANA. 

ing,  and  have  great  sport  learning  the  sailor's  art  on  the  water  in 
the  afternoon.  The  school  is  under  the  command  of  Major  L.  R. 
Gignilliat,  who  has  been  for  a  number  of  years  the  commandant  of 
the  Culver  military  academy. 

6.    HOWE  MILITARY  ACADEMY,  LIMA. 

Howe  School  was  founded  in  1884  at, Lima,  Indiana,  in  the 
northeastern  part  of  the  state,  in  the  name  of  Hon.  John  B.  Howe, 
who  had  deceased  the  year  before.  A  property  including  thirteen 
acres  of  land  and  a  beautiful  residence  were  left  by  him  at  his 
death  to  the  church  to  be  used  preferably  for  educational  purposes. 
It  was  an  humble  beginning  but  the  gift  had  behind  it  a  clear  view 
of  what  was  lacking  in  American  education.  Along  with  this  gift 
of  property  went  a  gift  of  $10,000  which  was  to  serve  as  an  endow- 
ment fund  for  the  education  of  boys  to  the  church  ministry.  This 
whole  gift  seems  to  have  been  made  without  any  clear  view  as  to 
how  the  provisions  of  the  will  were  to  be  carried  out.  Fortunately 
Bishop  Knickerbacker,  who  had  been  consecrated  in  1883,  was 
anxious  at  this  time  to  establish  some  organized  educational  work 
in  his  diocese.  This  legacy  left  by  Mr.  Howe,  the  great  healthf ul- 
ness  of  Lima  and  the  beauty  of  the  surrounding  country,  influ- 
enced the  bishop  into  choosing  this  spot  for  his  school.  The  condi- 
tions of  the  gift  and  the  ideals  of  the  donor  were  so  peculiarly  in 
sympathy  with  the  bishop's  own  ideas  that  the  coincidence  was  a 
very  happy  one  and  the  school,  though  humble,  was  started  imder 
very  propitious  circumstances.  The  endowment  and  property, 
however,  were  not  large  enough,  and  the  bishop  out  of  his  own  re- 
sources added  materially  to  the  gift.  Without  the  njunificence  of 
Mr.  Howe's  widow  and  brother,  however,  the  plan  of  the  bishop 
could  never  have  been  brought  to  fruition.  In  fact,  from  the  very 
first,  the  school  became  the  life-long  object  of  the  munificence  and 
love  of  Mrs.  Frances  M.  Howe.  The  school  opened  in  1884  with 
two  boys.  The  Reverend  C.  I*^.  Spaulding,  formerly  rector  of  St. 
John's  Church,  Lancaster,  Pennsylvania,  was  the  first  rector  of 
Howe  School. 

But  it  was  not  long  before  the  school  began  to  enlarge  and  more 
room  was  necessary.  The  fundamental  idea  at  the  beginning  had 
been  that  the  school  life  should  be  as  nearly  as  possible  a  real  home 


EDUCATION  IN  INDIANA.  485 

life.  This  idea  has  always  exercised  a  definite  influence  in  the 
administration  of  the  school,  but  as  the  school  increased  in  num- 
bers a  modification  of  the  idea  was  necessary.  The  school  during 
the  next  ten  years  multiplied  in  every  respect,  and  as  a  result  of 
gifts  from  various  sources,  but  principally  from  Mrs.  Howe,  a 
broad  foundation  was  laid. 

But  the  school  remained  in  comparative  insignificance  until  Dr. 
Spaulding  was  superseded  in  1895  by  the  present  rector.  Dr.  J.  H. 
McKinzie.  The  first  ten  years  had  hardly  fulfilled  expectations 
and  hardly  carried  out  the  ideals  of  its  founder  and  benefactors. 
A  more  energetic  and  intelligent  policy  was  necessary  for  the  put- 
ting of  the  school  among  the  preparatory  schools  of  the  west.  A 
stronger  hand  was  needed  at  the  helm,  and  from  the  time  of  the 
change  in  management,  the  school  began  to  grow  and  enlarge  in  an 
encouraging  way.  The  material  equipment  was  soon  largely  in- 
creased. The  horizon  of  the  future  began  soon  to  brighten.  The 
first  few  years,  to  be  sure,  of  the  new  regime  were  passed  under 
very  discouraging  circumstances,  but  by  grimly  holding  on  and  by 
the  encouragements  which  came  from  the  various  members  of  the 
Howe  family,  and  especially  from  Mrs.  Howe,  the  dark  days  were 
successfully  weathered  and  brighter  skies  came  with  cheer  and 
help.  The  accommodations  were  enlarged  by  the  building  of  the 
James  B.  HoAve  Hall  and  Blake  Hall.  'New  quarters  were  pro- 
vided for  the  dining  room;  the  plumbing  and  lighting  equipment 
was  largely  added  to;  a  separate  building  was  soon  found  for  the 
separate  organization  of  the  lower  school,  and  finally,  and  within 
the  last  year,  the  school  was  blessed  with  an  addition  in  the  form  of 
a  school  chapel.  The  school  life  growing  more  and  more  intricate 
has  thus  not  been  hampered  by  want  of  increasing  accommodations 
and  facilities.  The  founders  have  seen  to  it  that  the  school  lacked 
nothing  in  the  way  of  equipment.  The  increasing  usefulness  and 
influence  of  the  school  have  filled  all  with  confidence  and  many 
have  not  hesitated  to  invest  their  money,  knowing  that  it  would  be 
permanently  useful  and  aid  in  an  enterprise  that  is  bound  to  as- 
sume larger  and  larger  proportions  as  the  years  pass  by. 

The  ideals  and  inner  life  of  the  school  have  kept  pace  with  the 
material  development.  The  religious  infiuence  of  the  church  has 
always  been  carefully  looked  after.  '  The  military  discipline  and 
drill  which  came  in  with  the  advent  of  the  new  rector  has  always 


486  EDUCATION  IN  INDIANA. 

been  an  important  but  not  predominant  feature  of  tbe  school.  The 
academic  requirements  have  been  pushed  imtil  the  school  prepares 
for  the  most  difficult  examinations  of  American  colleges.  In  fine, 
the  grade  and  character  of  the  school  has  become  such  that  it  has 
been  admitted  as  a  member  in  the  north  central  association  of  col- 
leges and  secondary  schools.  Its  diploma  now  admits  without 
examination  to  any  college  or  university  in  the  west.  The  history 
of  the  last  nine  years  are  prophetic  of  a  period  of  great  usefulness. 


3.     GIKLS'  ACADEMIES. 

a.    GIRLS'  CLASSICAL  SCHOOL,  INDIANAPOLIS. 

The  girls'  classical  school  was  founded  by  Theodore  Lovett 
Sewall,  A.  B.,  in  1882.  Mr.  Sewall,  who  had  in  1876  opened  a 
classical  school  for  boys,  felt  that  a  local  school  was  even  less  ade- 
quate for  girls  than  for  the  education  of  boys.  His  wife,  May 
Wright  Sewall,  being  deeply  interested  in  education  and  wishing 
an  opportunity  to  apply  some  theories  of  her  own  in  the  education 
of  girls,  suggested  to  Mr.  Sewall  that  he  extend  his  own  in- 
fluence in  the  field  of  education  by  organizing  a  school  Avhich 
would  secure  to  girls  the  same  opportunities  for  classical  culture 
which  were  provided  for  boys  by  the  school  he  was  already  conduct- 
ing, and  at  the  same  time  make  provision  for  such  special  tuition 
and  discipline  as  both  Mr.  and  Mrs.  Sewall  believed  to  be  required 
for  girls.  The  school  was  opened  in  September  of  1882.  Since 
the  school  was  organized  courses  of  study  have  been  introduced 
form  time  to  time  until  now  there  are  four  distinct  courses  leading 
to  graduation  besides  special  courses  which  may  be  pursued  by 
students  not  expecting  to  graduate,  and,  in  addition  to  these, 
departments  in  art,  music  and  household  science.  While  entirely 
non-sectarian  the  inculcation  of  religious  principle  and  belief  are 
steadily  maintained. 

Up  to  date  195  young  ladies  have  graduated  from  the  school ;  of 
this  number  sixty-four  entefed  the  best  colleges  for  women  in  the 
country. 

The  school  is  now  perfectly  equipped  for  all  kinds  of  work  cus- 
tomary in  girls'  schools  and  besides  has  a  department  of  household 
science.     It  now  occupies  two  buildings.     The  enrollment  for  the 


EDUCATION  IN  INDIANA.  487 

current  year  is  130  pupils.  The  faculty  includes  twenty  members. 
While  it  has  a  board  of  advisors,  it  remains  what  it  was  at  the  be- 
ginning, an  individual  enterprise,  supported  solely  by  the  tuition 
of  its  pupils  and  conducted  under  the  direction  of  a  single  mind. 

&.    KNICKERBOCKER  SCHOOL,  INDIANAPOLIS. 

^NTo  detailed  information  can  be  given  of  this  school  as  no  report 
was  submitted. 

c.     TUDOR  HALL,  INDIANAPOLIS. 

Founded  by  Rev.  J.  Gumming  Smith.,  D.  D.,  and  Miss  !Fre- 
donia  Allen,  Ph.  B.,  in  the  year  1902. 

Aim. — The  aim  of  the  school  is  to  provide  for  its  pupils  a  thor- 
ough, systematic  training,  with  a  view  to  an  all-around  efficiency, 
emphasis  furthermore  being  placed  on  surrounding  the  school  with 
a  homelike  atmosphere.  Though  the  school  is  absolutely  unde- 
nominational, yet  the  literature  of  the  Bible  is  used  as  a  basis  of 
religious  study. 

The  college  preparatory  course  receives  particular  attention,  and 
an  exceptionally  high  standard  is  characteristic  of  the  school. 

Location. — Indianapolis  is  a  healthful  and  beautiful  city,  far- 
famed  for  its  homes  and  churches,  and  offering  unusual  opportuni- 
ties in  art,  music,  lectures  and  the  drama.  The  site  of  the  school 
is  in  the  most  attractive  residential  portion.  The  house,  contain- 
ing large,  cheerful  apartments,  is  heated  with  hot  water  and 
lighted  by  electricity. 

Music. — The  music  department  is  under  the  personal  direction 
of  Prof.  Bellinger  and  his  faculty,  in  piano,  theory,  and  singing, 
both  individual  and  choral. 

Physical  Culture. — Daily  work  in  gymnasium  under  Miss 
Swan  is  given  to  each  pupil. 

The  Standard. — A  school  diploma  requires  four  years  of 
English,  two  years  of  Latin,  one  year  of  mathematics,  three  years 
of  French,  German  or  Greek,  four  years  of  Bible  study,  four  years 
of  choral  work,  one  year  of  history,  one  year  of  mathematics. 

The  Primary  Department. — The  aim  in  this  department  is  to 
give  the  children  a  wholesome  development,  laying  the  foundations 
for  future  work  slowly,  wisely  and  thoroughly.     The  teachers  in 


488  EDUCATION  IN  INDIANA. 

charge  have  made  a  careful  study  of  the  application  of  kindergar- 
ten methods  to  primary  work  so  that  the  pupils  are  led  by  easy 
steps  and  a  plain  path. 

In  addition  to  the  usual  studies  of  this  grade,  reading,  writing, 
spelling,  number  and  nature  study,  the  children  are  given  lessons 
in  physical  training,  drawing,  chorus  singing,  Bible  stories,  Ger- 
man, local  geography,  weather  observations  and  maps. 

Boys  are  admitted  for  the  first  three  years  of  this  work. 

The  Preparatory  Department. — In  this  department  the  students 
are  taught  to  investigate  for  themselves,  to  consult  dictionaries  and 
reference  books  freely. 

They  are  impressed  with  the  necessity  of  careful  preparation 
and  are  trained  in  accuracy  of  observation  and  expression  by 
teachers  who  are  specialists. 

Since  so  much  of  the  success  in  higher  grades  depends  upon  the 
work  done  in  this,  it  is  placed  on  an  equal  footing  and  taught  by 
the  same  instructors. 

The  Kindergarten. — The  kindergarten  makes  the  child  at  ease 
with  himself  and  his  little  companions ;  it  teaches  the  alphabet  of 
things,  arouses  a  keen,  happy  spirit  of  investigation,  translates  the 
Golden  Rule  into  daily  living,  and  trains  the  head,  the  heart  and 
the  hand. 

The  best  results  can  not  be  had  unless  a  child  is  entered  during 
his  fourth  year.  The  general  development  of  kindergarten  pupils 
makes  their  progress  more  rapid  and  thorough  in  after  years. 

4.     CATHOLIC  ACADEMIES. 

a.    ST.  MARY'S  OF  THE  WOODS,  TERRE  HAUTE. 

St.  Mary's  of  the  Woods  was  founded  in  1840  by  sisters  of 
Providence  from  Ruille-sur-Loir,  Erance.  The  institution  was 
chartered  in  January,  1846,  by  the  state  legislature  of  Indiana, 
and  empowered  with  rights  to  confer  academic  honors  and  collegi  • 
ate  degrees.  The  instruction  is  entirely  under  the  direction  of  the 
sisters,  and  the  education  given  is  practical,  solid  and  refined,  em- 
bracing the  development  of  ^the  student  in  physical,  mental  and 
moral  powers. 

The  present  enrollment  is  240.  The  buildings  are  eight  in 
number,  the  three  principal  ones  being  the  church,  college  and  con- 


EDUCATION  IN  INDIANA.  489 

vent.     The  curricula  of  collegiate,  academic  and  preparatory  de- 
partments are  arranged  after  the  most  approved  methods. 

The  courses  in  art  and  music  are  most  excellent,  every  advan- 
tage of  equipment  being  offered. 


1).    ST.  AUGUSTINE'S  ACADEMY,  FORT  WAYNE. 

St.  Augustine's  academy  of  Ft.  Wayne,  was  founded  in  1843 
and  chartered  in  1848,  and  is  under  the  supervision  of  the  sisters 
of  Providence,  whose  mother  house  is  at  St.  Mary's,  Terre  Haute. 

There  are  preparatory  and  academic  departments,  also  special 
work  in  music  and  art. 

There  is  one  main  building,  well  equipped  in  all  departments. 

The  present  enrollment  is  four  hundred  thirty-seven,  and  twenty 
teachers  are  employed. 

The  Institution  is  self-supporting. 


c.    CONVENT  AND  ACADEMY  OF  THE    SISTERS  OF   THE  THIRD 
ORDER  REGULAR  OF  ST.  FRANCIS,  WHOSE  MOTHER- 
HOUSE   IS  AT  OLDENBURG. 

The  founder  of  the  community  of  the  sisters  of  St.  Francis  at 
Oldenburg,  Indiana,  is  the  Rev.  Francis  Joseph  Rudolph,  a  native 
of  Battenheim,  Alsace,  who  was  ordained  priest  in  1839,  at  Strass- 
burg,  Alsace.  While  yet  a  student  of  theology,  he  resolved  to  de- 
vote himself  to  the  American  missions.  In  1842  he  came  to  the 
United  States  and  commenced  work  at  Fort  Wayne.  In  1844  he 
went  to  Oldenburg  and  opened  a  school  with  the  best  educated  man 
he  could  find  as  teacher.  He  became  convinced  that  the  only  way 
he  could  give  the  youth  competent  instruction  was  to  open  a  con- 
vent, and  others  soon  joined  him  in  the  work.  The  community 
now  numbers  about  five  hundred. 

The  sisters  conduct  twenty-six  parochial  schools,  one  exclusively 
for  colored  children,  and  ten  are  at  the  same  time  public  schools. 
Furthermore,  ten  academies  are  doing  successful  work  in  higher 
education.  The  property  consists  of  a  mother-house  with  400 
acres  of  land  and  twelve  mission  houses.  The  community  is  gov- 
erned by  a  superior  general,  each  mission  by  a  local  superior.  In 
1885  the  community  was  incorporated  in  the  states  of  Indiana  and 


490  EDUCATION  IN  INDIANA. 

Missouri,  under  the  legal  title  of  ^'Sisters  of  St.  Francis,  of  Olden- 
burg, Ind.,"  for  the  purpose  of  establishing  and  maintaining  a 
school  and  institution  in  Oldenburg,  Ind.,  for  training  of  teachers 
(females)  for  the  education  of  males  and  females. 

There  is  a  board  of  five  trustees,  elected  for  a  term  of  three 
years,  by  the  ballot  of  the  community,  every  third  year.  The 
trustees,  of  whom  mother  superior  is  president,  make  all  other  ap- 
pointments of  faculty,  etc. 

The  enrollment  at  present  is  120  at  the  academy,  and  it  is  self- 
supporting. 

There  is  also  in  the  community  a  normal  school  for  those  who 
aspire  to  be  teachers.  The  attendance  ranges  from  twenty-five  to 
thirty  for  the  winter  term  and  from  forty-five  to  fifty  for  the  sum- 
mer term. 

d.    ST.  JOSEPH'S  ACADEMY,  EVANSVILLE. 

The  sisters  of  Providence  first  came  to  Evansville  from  St. 
Mary's  of  the  Woods  in  1853.  From  that  date  until  1878  they 
taught  the  parochial  schools  of  the  assumption  parish  and  those  of 
Holy  Trinity  parish. 

Music  and  art  are  taught  with  the  regular  academic  work. 
There  are  twelve  teachers  in  all  in  the  two  parishes. 

The  charter  provisions  of  1846  cover  all  the  branch  houses. 

The  institution  is  supported  by  a  salary  for  the  parochial 
schools  and  the  income  of  the  high  school,  the  music  and  art. 

There  are  450  pupils  in  the  two  parishes  and  sixty  in  music  and 
art. 

e.    ST.  ROSE'S  ACADEMY,  LAPORTE. 

St.  Rose's  academy  was  founded  in  1854.  It  furnishes  thor- 
ough courses  in  the  common  school  branches,  also  a  high  school 
(academic)  course.  The  school  is  a  branch  institution  of  St. 
Mary's  academy  (college),  JSTotre  Dame,  which  is  imder  the  direc- 
tion of  the  religious  order  of  the  sisters  of  the  Holy  Cross  (Roman 
Catholic). 

The  faculty  numbers  five  members  of  that  order,  and  has  an  en- 
rollment of  seventy-one  at  present. 

The  school  is  supported  entirely  by  private  tuition  fees. 


EDUCATION  IN  INDIANA.  491 

f.    ST.  MEINRAD  COLLEGE  AND   SEMINARY,   ST.   MEINRAD. 

St.  Meinrad  college,  which  was  first  opened  for  the  education  of 
joung  men  in  January  1,  1857,  has  developed  since  its  establish- 
ment into  an  institution  with  three  distinct  departments  and  fac- 
ulties: St-  Meinrad  seminary,  St.  Meinrad  college,  and  Jasper 
college.  The  three  departments  of  this  institution  are  conducted 
by  the  fathers  of  the  Benedictine  order,  which  for  the  past  fourteen 
centuries  has  done  so  much  for  civilization,  education,  and  the 
spread  of  Christian  piety — and  are  connected  with  the  abbey  of 
St.  Meinrad.  The  first  two  (for  ecclesiastical  students)  at  St. 
Meinrad,  Ind.,  the  last  named  (for  secular  students)  at  Jasper, 
Ind.  All  three  departments  were  incorporated  in  the  year  1890 
under  the  title  of  "St.  Meinrad  Abbey,"  subject  to  the  laws  of 
incorporation  of  the  state  of  Indiana,  and  empowered  to  confer 
the  usual  degrees.  There  are  seven  members  of  the  board  of 
trustees  chosen  annually  by  the  president  of  the  institution  from 
among  the  members  of  St.  Meinrad  abbey. 

The  faculty  of  the  ecclesiastical  departments  and  the  majority 
of  the  faculty  board  of  the  commercial  department  are  likewise 
members  of  the  same  abbey,  seventeen  of  them  composing  the 
former,  and  four  others  aided  by  two  lay  professors,  the  latter. 

The  current  enrollment  of  the  three  departments  is  as  follows: 
in  the  department  of  theology  and  philosophy,  forty-five;  in  the 
department  of  classics,  sixty-six ;  in  the  commercial  department, 
ninety. 

The  institution  is  supported  by  fees  from  the  students.  The 
library  contains  16,000  volumes. 

g.    ST.  JOHN'S  ACADEMY,  INDIANAPOLIS. 

In  June  of  the  present  year  (1904)  St.  John's  academy  hopes 
to  celebrate  its  forty-fifth  annual  commencement.  Shortly  after 
the  erection  of  St.  John's  church,  the  first  Catholic  church  in 
the  city.  Rev.  Aug.  Bessonies  began  to  be  solicitous  about  estab- 
lishing a  school,  and  invited  the  sisters  of  Providence  of  St. 
Mary's  of  the  Woods  to  undertake  this  work.  In  response  to 
his  call,  a  number  of  sisters  opened  an  academy  on  the  corner 
of  Georgia  and  Tennessee  streets.     Two  years  later,  an  addition 


492  EDUCATION  IN  INDIANA. 

had  to  be  made  to  accommodate  all  the  applicants.  In  1873 
the  sisters  removed  to  their  present  large  and  commodious  struc- 
ture facing  Maryland  street. 

There  are  at  present  three  hundred  pupils  enrolled  in  this  acad- 
emy under  the  direction  of  seventeen  teachers.  The  institution 
is  self-supporting.  A  board  of  examiners,  consisting  of  five  mem- 
bers chosen  by  the  reverend  mother  superior  general  and  the 
Rt.  Rev.  Bishop  of  Indianapolis,  annually  assembles  at  St.  Mary's 
of  the  Woods  for  the  purpose  of  holding  the  institute  and  the  ex- 
aminations. This  institute  is  a  yearly  reunion  of  all  the  teachers 
of  the  schools  in  charge  of  the  sisters  of  Providence. 

The  method  of  instruction  followed  embraces  all  that  goes  to 
form  the  character  of  an  amiable,  useful  and  accomplished  woman. 

To  preserve  the  integrity  of  the  system  established  by  the  sis- 
ters of  Providence,  pupils  that  aim  at  graduation  must  conform 
strictly  to  the  required  academic  course.  There  are  eight  grades 
preparatory  to  this  course.  The  academic  department  embraces 
four  grades.  The  music  department  is  one  of  the  most  attractive 
of  the  institution.  In  this  department  instruction  is  given  to 
the  pupils  collectively  and  individually,  in  order  to  preserve  and 
cultivate  each  one's  characteristic  style. 

To  contribute -to  the  development  of  artistic  taste,  recitals  are 
given  semiannually,  in  which  all  the  pupils  who  have  acquired 
a  certain  proficiency  participate,  playing  from  memory.  Aside 
from  these  there  are  monthly  examinations.  The  piano  music 
course  is  divided  into  eight  grades.  The  time  required  to  com- 
plete the  course  is  determined  by  the  pupil's  talent  and  appli- 
cation. The  class  of  music  studied  embraces  selections  from  the 
best  composers,  both  ancient  and  modern,  and  the  students  are 
expected  to  conform  to  the  established  curriculum. 

Ji.    ST.  MARY'S  ACADEMY,  INDIANAPOLIS. 

St.  Mary's  academy  was  established  in  1863,  the  present 
building  having  been  occupied  since  1876.  The  institution  is 
under  the  charge  of  the  sisters  of  St.  Prancis,  the  moral  and  re- 
ligous  training  being  of  paramount  importance. 

There  are  several  departments  such  as  music,  art,  business, 
and  liberal  arts.     The  school  is  supported  by  tuition. 


EDUCATION  IN  INDIANA.  493 

i.    ST.  CHARLES'  SCHOOL,  CRAWFORDSVILLE. 

This  school  was  founded  in  1865  by  Mother  Angela,  superior 
of  the  sisters  of  the  Holy  Cross.  It  is  not  chartered,  being  a  small 
parochial  school.  At  present  there  are  eighty  pupils  enrolled, 
who  are  taught  by  three  sisters  of  the  Holy  Cross  sent  from  St. 
Mary's  convent,  ISTotre  Dame,  Ind.  The  school  is  supported  by 
the  tuition  paid  by  the  pupils. 


;.     SACRED  HEART  ACADEMY,  FORT  WAYNE. 

This  institution,  a  private  boarding  school  for  a  small  number 
of  pupils,  was  founded  in  1866  under  the  direction  of  the  sisters 
of  the  Holy  Cross  from  St.  Mary's  academy,  ]N"otre  Dame,  Ind., 
it  being  the  third  school  founded  by  the  order.  Its  work  embraces 
all  the  branches  necessary  to  a  refined  and  practical  education,  ten 
years  being  required  to  complete  the  course.  The  faculty  now 
numbers  seven,  and  the  present  enrollment  of  pupils  is  fifty.  The 
institution  is  run  on  such  a  plan  as  to  make  the  terms  easy  for 
poor  students,  yet  it  is  self-supporting. 

The  pupils  are  encouraged  to  edit  quarterly  a  journal,  which 
is  of  great  value  in  their  work. 


Ti.     ST.  MICHAEL'S  ACADEMY,  PLYMOUTH. 

This  institution  was  founded  in  1870,  and  is  under  the  direc- 
tion of  the  sisters  of  the  Holy  Cross  from  their  mother  house, 
St.  Mary's,  Notre  Dame.  There  are  two  brick  buildings  costing 
$18,000.  The  school  is  carried  on  as  a  boarding  school  for  boys 
under  twelve  years  of  age,  and  a  day  school  for  young  ladies  and 
children.     One  hundred  and  thirty  pupils  are  now  in  attendance. 


I.    ST.  MARY'S  ACADEMY,  NOTRE  DAME. 

St.  Mary's  academy,  under  the  direction  of  the  sisters  of  the 
Holy  Cross,  was  chartered  February  28,  1885,  under  an  act  of 
the  general  assembly  of  the  state  of  Indiana,  whereby  the  insti- 
tution was  empowered  ^^to  confer  such  degrees  upon  scholars 
as  are  usual  in  academies  of  the  highest  standing." 


494  EDUCATION  IN  INDIANA. 

The  officers,  superior  general  and  four  assistants  form  the 
council  of  administration  and  make  up  the  board  of  trustees. 
The  officers  are  elected  by  general  suffrage,  the  term  of  office 
being  six  years.  The  second  assistant-general  is  directress  of  St. 
Mary's  academy  and  is  head  of  a  faculty  of  thirty-eight  members. 
Pupils  enrolled  for  1903-04,  300. 

There  are  three  departments,  the  senior,  junior  and  minim. 
Girls  under  twelve  years  are  placed  in  the  minim  department. 
The  collegiate  course  requires  four  years  and  special  advantages 
are  offered  in  music,  art,  English  literature  or  languages.  The 
entire  course  is  practical  and  comprehensive,  and  it  is  the  aim 
to  train  the  heart  as  well  as  the  mind,  to  form  women  wbo  will 
grace  society  witb  tbeir  accomplishments,  and  honor  and  edify 
it  with  their  virtues.  Every  attention  is  given  to  moral  and 
religious  culture. 

m.    ACADEMY  OF  IMMACULATE  CONCEPTION,  ST.  MEINRAD. 

This  institution  was  established  in  1886  by  the  sisters  of  St. 
Benedict,  for  the  purpose  of  educating  young  ladies.  It  is  located 
^ve  miles  from  the  well-known  college  of  St.  Meinrad.  The 
course  of  instruction  includes  every  useful  and  ornamental  branch 
of  education,  divided  into  four  departments — primary,  interme- 
diate, senior  and  commercial.  Diplomas  are  awarded  to  all  those 
who  complete  all  the  studies  of  either  senior  or  commercial  de- 
partments.   The  number  in  attendance  is  twenty-five  pupils. 

n.    JASPER  COLLEGE,  JASPER. 

Jasper  college  was  founded  in  1889  and  was  opened  for  the 
occupation  of  students  on  September  12  of  the  same  year.  It 
was  incorporated  in  January,  1890,  under  the  laws  of  the  State 
of  Indiana,  in  conjunction  with  St.  Meinrad's  college,  and  em- 
powered to  confer  the  usual  academic  degrees.  The  institution 
is  supervised  and  conducted  by  the  Benedictine  fathers. 

The  Rt.  Rev.  Athanasms  Schmitt,  O.  S.  B.,  abbot  of  St. 
Meinrad's  monastery,  is  ex  officio  president  of  the  institution. 
E'ot  residing  in  the  college  at  Jasper,  be- is  represented  by  the 
reverend  rector  of  the  institution,  who  is  the  head  of  the  college 
and  is  assisted  by  a  faculty  of  five  professors. 


EDUCATION  IN  INDIANA.  495 

The  course  of  study  comprises  three  years  for  the  commercial 
course  and  two  for  the  scientific  course.  Applicants  who  upon 
an  examination  prove  themselves  far  enough  advanced  to  take 
up  any  other  course  than  the  first  may  obtain  their  diploma 
and  degree  within  a  shorter  period  of  time. 

The  object  of  Jasper  college  is  to  afford  the  facilities  for  se- 
curing a  solid  and  complete  commercial  and  scientific  education, 
and  hence  the  college  is  open  to  all,  irrespective  of  religious 
persuasion. 

The  college  is  situated  on  the  outskirts  of  Jasper,  the  county 
seat  of  Dubois  county,  and  is  directly  accessible  by  the  Louis- 
ville-St.  Louis  division  of  the  Southern  railway,  Jasper  forming 
the  terminus  of  the  Evansville  and  Jasper  branch  of  the  above- 
mentioned  railroad. 

The  college  buildings  are  substantially  built  of  brick  and  sand- 
stone, with  Bedford  and  Lake  Superior  limestone  trimmings. 
The  kitchen,  refectorj^  and  boiler-room  are  located  in  separate 
buildings  especially  constructed  for  that  purpose,  at  a  distance  of 
several  yards  from  the  main  structure.  This  separation  was  made 
in  order  to  obviate  divers  difficulties  and  hindrances,  which, 
experience  teaches,  can  not  be  avoided  without  such  precaution. 
All  the  halls,  rooms  and  corridors  in  each  building  are  well 
ventilated  and  lighted  by  electricty,  heated  by  an  excellent  system 
of  steam  heating,  and  furnished  with  water-pipes  and  appurte- 
nances. The  lavatory  and  bathrooms,  supplied  with  hot  and  cold 
water,  have  been  fitted  with  the  latest  modern  improvements.  For 
cleanliness  and  convenience  they  are  almost  perfect.  Attention 
is  called  to  the  fact  that  there  is  very  little  or  no  danger  of  fire 
occurring  in  the  building.  The  absence  of  stoves,  the  convenience 
of  fireplugs  and  hose,  the  caution  taken  to  have  every  wall  built 
of  stone,  all  tend  to  make  the  construction  safe  against  conflagra- 
tions. Fire  escapes  are  erected  on  the  east  and  west  sides  of  the 
main  building.  These  were  put  up  strictly  according  to  the 
specifications  of  the  laws  of  the  state  of  Indiana.  Every  appli- 
ance has  been  carefully  and  tastefully  selected  with  a  view  of 
giving  the  college  the  advantage  of  a  beautiful,  commodious  rnd 
healthfully  arranged  edifice. 


496  EDUCATION  IN  INDIANA. 

The  college  does  not  enjoy  the  support  of  the  state  but  depends 
upon  the  attendance  of  its  students.  The  present  attendance  is 
ninety-four. 

0.  ST.  JOSEPH'S  COLLEGE,  RENSSELAER. 

This  institution  is  situated  near  the  city  of  Rensselaer,  about 
48  miles  north  of  Lafayette,  and  72  miles  southeast  of  Chicago. 
The  college  was  opened  in  1891,  and  is  incorporated  under  the 
laws  of  Indiana,  with  powers  to  confer  degrees  and  academical 
honors.     The  first  class  graduated  in  1896. 

The  main  building  presents  a  frontage  of  325  feet,  and  has 
ample  accommodations  for  200  students.  Spacious  classrooms,- 
recreation,  cheerful  refectories,  fine  reception  rooms,  a  beautiful 
chapel,  comfortable  private  rooms,  airy  dormitories,  lavatories, 
bathrooms,  a  replete  gymnasium,  etc.,  form  parts  of  this  model 
establishment.  A  smaller  building  is  devoted  to  the  musical  de- 
partment of  the  institution.  A  spacious  music  hall,  eiglit  practice 
rooms,  besides  apartments  for  the  use  of  the  military  band  and 
orchestra  belong  to  this  department. 

The  recreation  grounds  are  extensive  and  afford  every  facility 
for  beneficial  and  manly  sports.  The  surrounding  groves,  lawns 
and  the  campus  are  very  extensive  and  beautiful.  According  to 
the  American  Journal  of  Health,  St.  Joseph's  "is  an  ideal  board- 
ing school  from  the  view  point  of  the  hygienist." 

St.  Joseph's  college  is  exclusively  a  Catholic  institution, 
founded  and  conducted  by  the  fathers  of  the  Society  of  the  Most 
Precious  Blood,  a  religious  community  engaged  in  educational 
and  missionary  work. 

The  board  of  trustees  is  composed  of  six  persons,  elected  by 
the  members  of  the  community,  in  whom  the  ownership  and  con- 
trol of  the  college  is  vested.  The  president  and  other  officers  are 
appointed  by  the  officials  of  this  community.  The  faculty  at 
present  consists  of  thirteen  professors  and  two  assistants. 

The  college  has  three  different  courses  of  study,  the  collegiate, 
the  normal  and  the  commercial.  For  the  completion  of  the 
normal  and  commercial  courses  a  three  years'  attendance  is  re- 
quired; for  the  completion  of  the  classical  or  regular  collegiate, 
gix  years.     The  degree  of  Bachelor  of  Arts  is  conferred  on  the 


EDUCATION  IN  INDIANA,  49 Y 

student  who  lias  successfully  completed  the  collegiate  course.  To 
obtain  this  distinction  he  must  pass  satisfactory  examinations  in 
religion,  logic,  ethics,  Latin,  Greek,  English  literature,  poetics, 
plane  and  spherical  trigonometry,  geometry,  algebra,  ancient  and 
modern  history. 

A  diploma  is  awarded  to  the  students  of  the  normal  and  com- 
mercial course  for  proficiency  in  religion,  English,  mathematics, 
pedagogy,  physiology,  United  States  history,  physical  geography, 
civil  government.  Bookkeeping,  commercial  law,  mathematics, 
typewriting  and  stenography  form  the  greater  part  of  the  com- 
mercial course. 

Besides  these  branches  there  are  many  optional  branches  such 
as  the  principal  modern  languages,  especially  German  and 
French;  the  sciences,  astronomy,  botany,  physics,  geology,  and 
zoology. 

A  complete  course  of  instruction  in  instrumental  and  vocal 
music  is  also  included  in  the  curriculum  of  the  college.  It  in- 
cludes a  thorough  understanding  and  application  of  the 'principles 
of  harmony  and  musical  composition. 

The  institution  is  also  equipped  with  a  library  of  several 
thousand  volumes,  two  reading-rooms  and  libraries  for  the  stu- 
dents, a  well-selected  museum  of  curiosities  as  also  the  apparatus 
necessary  for  the  science  classes. 

At  present  Stw  Joseph's  college  has  an  enrollment  of  130.  The 
college  is  supported  entirely  by  the  tuition  fees  of  the  students. 


32— Education. 


THIRD  DIVISION. 

HIGHER  EDUCATION. 


l4W) 


I.    Universities,  Colleges  and  Normal 
Schools. 


A.    STATE  INSTITUTIONS. 

1.     STATEMENT. 

The  first  proposition  looking  toward  an  appropriation  of  public 
lands  in  the  ^N'orthwest  territory  for  the  support  of  education 
was  made  June  5,  1783,  when  Col.  Bland,  of  Virginia,  moved 
in  congress  to  divide  the  territory  into  districts  suitable  for  pros- 
pective states,  and  for  a  reservation  of  lands  for  the  founding 
of  seminaries  of  learning. 

On  May  20,  1785,  a  law  was  enacted  which  provided  that  sec- 
tion 16  in  every  township  should  be  reserved  for  the  maintenance 
of  public  schools.  This  reservation  marks  the  beginning  of  the  pol- 
icy which,  uniformly  observed  since  then,  has  set  aside  one-thirty- 
sixth  of  the  land  in  each  new  state  for  the  maintenance  of  com- 
mon schools.  This  act  of  the  continental  congress  may  be  looked 
upon  as  the  beginning  of  state  education  in  the  west. 

On  July  23,  1787,  two  additional  townships  were  gained  for 
the  state  of  Ohio,  for  the  perpetual  support  of  a  university.  The 
precedent  here  established  gave  Indiana  an  opportunity  to  claim 
a  similar  donation  from  congress,  which  she  afterward  obtained. 

On  March  26,  1804,  congress  passed  an  act  providing  for  the 
sale  of  certain  lands  in  the  three  districts — Detroit,  Kaskaskia 
and  Vincennes — "with  the  exception  of  the  section  numbered  16, 
which  shall  be  reserved  in  each  township  for  the  support  of  schools 
within  the  same;  also,  of  an  entire  township  in  each  of  the  three 
described  tracts  of  country  or  districts  to  be  located  by  the  secre- 
tary of  the  treasury  for  the  use  of  a  seminary  of  learning."  On 
the  10th  of  October,  the  said  secretary  located  township  2  south, 
range  11  east,  now  in  Gibson  county,  Indiana,  for  the  above  stated 
use. 

(501) 


502  EDUCATION  IN  INDIANA. 

By  an  act  to  provide  for  the  admission  of  Indiana  as  a  state 
into  the  union,  congress  provided,  April  19,  1816,  ^'that  one  entire 
tov^nship,  v^^hich  shall  be  designated  by  the  president  of  the  United 
States,  in  addition  to  the  one  heretofore  reserved  for  that  purpose, 
shall  be  reserved  for  the  use  of  a  seminary  of  learning  to  be 
appropriated  solel}^  to  the  use  of  such  seminary,  by  the  legislature 
of  the  state."  The  first  general  assembly  of  Indiana  territory 
passed  '^an  act  to  incorporate  a  university  in  the  Indiana  terri- 
tory." This  act  was  approved  November  29,  1806,  and  the  insti- 
tution was  then  and  is  still  known  as  Vincennes  university. 
This  was  the  first  institution  for  higher  learning  within  the  limits 
of  Indiana.  To  it  was  given  the  seminary  township,  as  referred 
to  above,  and  power  was  granted  it  to  sell  four  thousand  acres, 
to  receive  bequests,  and  to  hold  not  exceeding  one  hundred  thou- 
sand acres  of  land.  The  lottery  method  was  at  one  time  employed 
to  raise  funds  for  the  support  of  the  institution  and  to  procure 
a  library.  Public  sentiment  condemned  this  policy,  and  it  soon 
ceased  to  operate.  In  1822  an  act  was  passed  by  the  general 
assembly  for  the  practical  confiscation  of  its  land  for  the  support 
cf  its  new  ^^state  seminary"  at  Bloomington,  and  in  1824  the 
state  formally  declared  the  Vincennes  institution  extinct.  This 
act  provided  for  the  sale  of  the  seminary  township  in  Gibson 
county  and  for  the  use  of  the  money  as  a  productive  fund  for 
the  benefit  of  the  state  seminary,  previously  established  at  Bloom- 
ington. 

The  withdrawal  of  state  care  and  attention  from  this  early 
school  is  not  fully  explained.  The  removal  of  the  capital;  the 
carelessness  of  trustees  and  indifference  of  its  friends ;  the  rise 
of  similar  "academies"  and  "seminaries"  in  other  portions  of  the 
state ;  and  perhaps,  political  influence — all  these  worked  adversely 
to  the  continuance  of  the  school  at  Vincennes  as  a  state  insti- 
tution. 

Notwithstanding  the  many  reverses  of  this  institution,  its  early 
history  is  an  essential  part  of  the  history  of  higher  education 
by  the  state.  Its  early  life  represents  the  first  effort  of  the  people 
toward  a  state  university.  Thus,  in  the  wilderness,  among  hardy 
pioneers,  before  the  state  took  its  place  in  the  Union,  and  years 
before  any  system  of  common  schools  for  its  people  had  birth. 


EDUCATION  IN  INDIANA.  503 

the  representatives  of  the  people  made  provision  for  higher  edu- 
cation. 


a.    INDIANA   UNIVERSITY— BLOOMINGTON. 

In  accordance  ^ith  section  2,  article  IX  of  the  constitution 
of  1816,  the  general  assembly,  by  an  act  passed  and  approved 
January  20,  1820,  took  the  first  definite  step  toward  the  estab- 
lishment of  the  Indiana  university,  and  as  a  result  the  Indiana 
seminary  was  opened  in  May,  1824.  Within  three  years  it  had 
made  such  progress  in  number  of  students  and  the  general  char- 
acter of  its  work  that  a  board  of  visitors,  appointed  by  the  general 
assembly  in  182Y,  recomtoiended  that  the  Indiana  seminary  be 
raised  to  the  dignity  of  a  college.  On  January  28,  1828,  this 
recommendation  was  enacted  into  law.  The  continued  growth 
and  increasing  importance  of  the  institution  led  the  general  assem- 
bly, in  1838,  to  confer  upon  it  the  name  and  style  of  the  Indiana 
university. 

The  board  of  trustees  of  the  Indiana  university  is  required 
to  report  biennially  to  the  governor  of  the  state,  and  to  the  super- 
intendent of  public  instruction  whenever  by  him  requested,  on  all 
matters  relating  to  the  university.  The  whole  administration  of 
the  university  is  likewise  open  to  the  inspection  of  a  board  of 
visitors,  composed  of  the  governor,  lieutenant-governor,  speaker 
of  the  house  of  representatives,  judges  of  the  supreme  court,  and 
the  superintendent  of  public  instruction;  and  all  accounts  of  the 
university  are  regularly  audited  by  the  auditor  of  state.  The 
president  of  the  university  also  is  ex-ofiicio  a  member  of  the 
state  board  of  education,  a  body  which  has  general  supervision 
of  public  education  within  the  state. 

Under  the  system  authorized  by  the  constitution  and  the  laws 
of  the  state,  instruction  for  the  first  eight  years  of  school  life 
is  furnished  in  the  grades,  the  next  four  in  the  high  school,  and 
the  last  four  in  the  university. 

The  annual  attendance  prior  to  1850  ranged  from  thirty-eight 
in  1841  to  one  hundred  and  fifteen  in  1848.  From  1850  to  1884 
the  smallest  attendance  in  the  university  was  forty-eight  in  1853, 
the  largest  one  hundred  and  ninety  in  1881.      The  remarkable 


504  EDUCATION  IN  INDIANA. 

growth  in  the  last  fifteen  years  is  shown  by  the  following  five- 
year  table: 

1888 275 

1893 572 

1898 1049 

1903 1469 

Dr.  William  Lowe  Bryan  is  president  of  the  nniversity.  He 
is  tenth  in  line  of  succession.  In  chronological  order  the  list  of 
presidents  is  as  follows:  Andrew  Wylie,  D.  D.,  1829-51;  Alfred 
Eyors,  D.  J).,  1852-53;  William  Mitchel  Daily,  D.  D.,  LL.  D., 
1853-59;  John  Hiram  Lathrop,  LL.  D.,  1859-60;  Cyrus  Nutt, 
D.  D.,  LL,  D.,  1860-75;  Lemuel  Moss,  D.  D.,  1875-84;  David 
Starr  Jordan,  Ph.  D.,  LL.  D.,  1884-91;  John  Merle  Coulter, 
Ph.  D.,  LL.  D.,  1891-93 ;  Joseph  Swain,  M.  S.,  LL.  D.,  1893- 
1902;  William  Lowe  Bryan,  Ph.  D.,  since  1902. 

Admission  to  the  university  was,  until  the  college  year  1868-69, 
restricted  to  men,  but  by  a  resolution  of  the  board  of  trustees 
the  doors  of  the  university  were  at  the  beginning  of  that  year 
opened  to  women  on  the  same  terms.  Since  1869,  therefore, 
the  university  has  baen  co-educational  in  all  its  departments.  Of 
the  fourteen  hundred  and  sixty-nine  students  in  Indiana  uni- 
versity last  year,  nine  hundred  and  nine  were  men  and  five 
hundred  and  sixty  were  women. 

Indiana  university  was  one  of  the  first  educational  institutions 
of  the  country  to  adopt  the  elective  course  of  study.  This  system 
is  designed  to  secure  a  fundamental  uniformity  in  the  work  of 
all  students,  and  at  tlie  same  time  be  flexible  and  adaptable  to 
the  needs  of  individuals.  An  equal  amount  of  preparation  for 
admission  is  required  of  all  students — all  must  take  a  group  of 
similar  prescribed  studies,  all  must  follow  some  special  line  of 
study  during  three  or  four  years.  All  students  meeting  the  uni- 
versity requirements  receive  the  degree  of  bachelor  of  arts.  At 
the  same  time  the  student  is  granted  great  freedom  in  the  selec- 
tion of  his  studies,  the  educational  value  of  the  element  of  per- 
sonal choice  being  fully  recognized. 

The  board  of  trustees  is  composed  of  eight  members,  five  of 
whom  are  selected  by  the  state  board  of  education,  and  three  by 
the  alumni  of  the  institution.  The  officers  of  the  board  are  a 
president,  secretary  and  treasurer. 


EDUCATION  IN  INDIANA.  505 

There  are  seventy-one  members  of  the  faculty  who  were  edu- 
cated in  sixty  of  the  leading  institutions  of  America  and  Europe. 
Exclusive  of  the  school  of  law^  and  the  school  of  medicine,  there  are 
nineteen  departments,  as  follows:  Greek,  Latin,  Romance  lan- 
guages, German,  English,  history  and  political  science,  philosophy, 
economics  and  social  science,  pedagogy,  mathematics,  mechanics 
and  astronomy,  physics,  chemistry,  geology  and  geography,  zool- 
ogy, botany,  fine  arts,  music  and  physical  training. 

The  first  site  of  the  university  adjoined  the  town  on  the  south. 
This  site  lay  in  Perry  township,  the  township  granted  by  congress 
in  1816  for  seminary  purposes.  Here  in  a  temporary  structure 
was  opened  in  1824  what  was  called  the  state  seminary,  the  style 
being  changed  to  Indiana  college  in  1828  and  to  Indiana  uni- 
versity in  1838.  In  1836  a  more  pretentious  building  was  erected, 
which  was  destroyed  by  fire  in  1854,  with  its  valuable  contents 
in  the  form  of  libraries  and  collections.  The  friends  of  the  uni- 
versity then  rallied  to  its  aid,  and  another  and  better  building 
was  erected.  This  building,  one  of  the  most  picturesque  in  Bloom- 
ington,  is  now  known  as  the  old  college.  It  was  purchased  in 
189Y  by  the  board  of  education  of  the  city  of  Bloomington,  and 
is  occupied  by  the  Bloomington  high  school.  In  1874  a  second 
larger  building,  of  similar  design  to  the  old  college,  was  erected 
for  the  libraries  and  museum.  In  a  second  fire,  in  1883,  this 
building,  with  all  its  contents,  was  destroyed. 

The  fire  of  1883  marked  a  turning  point  in  the  history  of 
the  institution.  It  was  decided  to  remove  the  university  to  a 
more  ample  site  and  one  away  from  the  noise  and  disturbance 
of  the  railway.  For  this  purpose  the  tract  known  as  Dunn's 
woods,  east  of  the  city  of  Bloomington,  was  purchased.  Including 
later  purchases,  the  campus  now  has  an  extent  of  about  fifty 
acres.  The  campus  proper  is  well  wooded  and  of  a  rolling  na- 
ture; a  portion  of  the  remainder  is  more  level,  and  is  used  for 
the  athletic  field  and  for  tennis  courts. 

The  campus  is  cared  for  by  an  experienced  gardener,  who, 
under  the  direction  of  the  department  of  botany,  has  set  out  many 
rare  plants,  shrubs  and  trees.  The  chief  university  buildings 
form  an  L  on  the  crest  of  the  campus  proper,  the  longer  line 
of  the  L  overlooking  the  town  to  the  west.  The  chief  buildings, 
beginning  with   the   one   nearest   the   city,    are:      Maxwell   hall, 


506  EDUCATION  IN  INDIANA. 

erected  in  1890;  Owen  hall,  1884;  Wjlie  hall,  1884;  Kirkwood 
hall,  1894;  Science  hall,  1902.  Other  buildings  are:  Mitchell 
hall,  1884;  Kirkwood  observatory,  1900;  the  men's  gymnasium, 
1896 ;  the  power  house,  and  the  old  gymnasium. 

Maxwell  hall,  which  forms  the  north  side  of  the  L,  is  named 
for  Dr.  David  H.  Maxwell,  one  of  the  most  energetic  promoters 
of  the  state  seminary  and  a  life-long  friend  of  the  university  in 
the  three  stages  of  its  development,  and  for  his  son.  Dr.  James  D. 
Maxwell,  a  member  of  the  board  of  trustees  from  1860  to  1892. 
The  building  is  of  white  limestone  and  is  fireproof.  In  architec- 
ture it  is  romanesque,  with  the  characteristic  grotesque  and  ara- 
besque ornaments  of  the  style.  Maxwell  hall  is  used  chiefly  for  the 
library  and  administrative  offices.  Quarters  in  the  basement 
are  occupied  by  the  co-operative  association  and  the  woman's 
league. 

Owen  hall,  a  square  brick  building  with  pentice  vestibule,  is 
named  for  Richard  Owen,  the  geologist,  who  was  professor  of 
natural  science  in  Indiana  university  from  1862  to  18Y9.  It 
is  practically  fireproof.  Owen  hall  contains  the  collections  in 
natural  history,  and  quarters  of  the  departments  of  zoology  and 
botany.  A  greenhouse  for  the  use  of  the  department  of  botany 
has  been  erected  in  connection  with  this  building. 

Wylie  hall  (partially  destroyed  by  fire  February  7,  1900,  but 
now  entirely  restored  and  increased  by  one  story)  is  larger  and 
more  imposing  than  Owen  hall.  Like  Owen  it  is  built  of  brick, 
trimmed  with  stone.  Dr.  Andrew  Wylie,  the  first  president  of 
Indiana  university,  and  Professor  Theopolis  A.  Wylie,  the  col- 
league of  Professors  Owen  and  Kirkwood,  are  worthily  com- 
memorated in  this  building,  erected  in  1884.  Wylie  hall  is 
devoted  to  chemistry  (basement,  first  floor  and  part  of  second), 
mathematics  (second  floor),  and  law  and  the  law  library  (third 
floor). 

Kirkwood  hall  is  tlie  second  largest  building  on  the  campus, 
and  is  built  of  white  limestone.  A  romanesque  portal  surmounted 
by  a  massive  square  tower  is.^the  most  striking  feature  of  the 
facade.  The  building  contains  the  rooms  of  the  following  de- 
partments: English  (basement  and  first  floor),  economics  and 
social  science  (basement  and  first  floor),  history  and  political 
science   (first  floor),  Greek   (second  floor),  Latin   (second  floor). 


EDUCATION  IN  INDIANA.  507 

Eomance  languages  (second  floor),  German  (second  floor),  fine 
arts  (third  floor).  The  Christian  associations  also  have  quarters 
in  the  third  story,  while  a  women's  waiting  room  is  provided 
on  the  first  floor. 

Science  hall  was  com-pleted  in  1902  and  dedicated  January 
21,  1903,  in  connection  with  the  exercises  of  foundation  day 
and  the  installation  of  President  Bryan.  It  stands  at  the  tip 
of  the  L.  Its  interior  construction  is  of  brick,  iron  and  con- 
crete, the  exterior  being  of  white  limestone.  It  is  fireproof,  and 
is  the  largest  building  on  the  campus.  It  contains  a  basement 
and  four  stories,  and  is  occupied  by  the  following  departments: 
Physics  (basement  and  first  floor),  philosophy  and  psychology 
(second  floor,  third  floor),  pedagogy  (second  floor,  third  floor, 
fourth  floor),  geology  and  geography  (third  floor,  fourth  floor). 

Mitchell  hall,  named  for  the  Hon.  James  L.  Mitchell,  a  grad- 
uate of  1868  and  trustee  from  1883  till  his  death  in  1894,  is  a 
wooden  structure  east  of  Science  hall,  and  is  at  present  used 
for  the  women's  gymnasium. 

Kirkwood  observatory,  situated  southwest  of  Maxwell  hall,  is 
built  of  white  limestone.  It  contains  six  rooms,  including  a 
circular  dome  room  twenty-six  feet  in  diam'eter.  Both  the  observ- 
atory and  Kirkwood  hall  are  named  in  honor  of  Dr.  Daniel  Kirk- 
wood, one  of  the  most  eminent  of  America's  astronomers,  who 
was  for  many  years  a  member  of  the  faculty  of  the  university. 

The  men's  gymnasium  was  erected  in  1896.  It  is  a  frame 
structure  of  modern  design.  In  addition  to  its  athletic  uses,  it 
serves  as  an  assembly  room  for  the  public  exercises  of  the 
university;  when  so  used,  the  floor  and  gallery  have  a  seating 
capacity  of  1,600.  The  old  gymnasium,  north  of  Owen  hall,  is 
still  used  for  practice  games  of  various  kinds. 

Behind  the  men's  gymnasium  is  the  power  house.  From  this 
central  plant  all  the  buildings,  except  Kirkwood  observatory,  are 
supplied  with  steam  heat  and  electric  light,  and  the  laboratories 
of  the  departments  of  physics,  chemistry  and  psychology  with 
electricity. 

In  the  tract  of  low  ground  lying  northeast  of  Owen  hall  and 
the  men's  gymnasium  is  Jordan  field,  the  athletic  grounds — named 
in  honor  of  David  Starr  Jordan,  president  of  the  university  from 
1884  to  1891.     Here  a  field  for  football  and  baseball  has  been 


508  EDUCATION  IN  INDIANA. 

graded  and  a  running  track  laid  out;  on  the  contiguous  ground 
to  the  west  are  located  a  number  of  tennis  courts  for  the  use  of  the 
n:en  students.  In  the  wooded  ground  on  the  south  side  of  the 
campus,  conveniently  near  to  Mitchell  hall,  are  two  well-shaded 
courts  for  women. 

The  Indiana  university  biological  station  is  located  at  Winona 
Lake,  Indiana.  The  Winona  Assembly  has  erected  for  the  sta- 
tion two  buildings,  each  20x45  feet  and  two  stories  high.  The 
tenth  annual  session  will  be  held  in  1904. 

The  funds  of  the  university,  in  its  earlier  days,  were  derived 
almost  wholly  from  the  proceeds  of  the  seminary  lands,  from 
gifts,  and  from  fees  paid  by  students.  In  1867,  by  an  act  ap- 
])roved  March  8,  the  general  assembly  provided  for  the  increase 
of  these  funds  by  an  annual  appropriation.  "Whereas,"  the  act 
reads,  "the  endowment  fund  of  the  state  university,  located  at 
Bloomington,  Monroe  county,  is  no  longer  sufficient  to  meet  the 
growing  wants  of  education  and  make  said  university  efficient 
and  useful;  and  whereas,  it  should  be  the  pride  of  every  citizen 
of  Indiana  to  place  the  state  university  in  the  highest  condition 
of  usefulness  and  make  it  the  crowning  glory  of  our  present  great 
common  school  system,  where  education  shall  be  free,"  therefore 
eight  thousand  dollars  annually  were  appropriated  out  of  the  state 
treasury  to  the  use  of  the  university.  This  amount  was  found 
insufficient,  and  from  time  to  time  the  amount  of  the  annual 
appropriation  was  increased.  In  1883,  by  an  act  approved  March 
8,  provision  was  made  for  a  permanent  endowment  fund  to  be 
raised  by  the  levy,  for  thirteen  years,  of  a  tax  of  "one-half  of 
one  cent  on  each  one  hundred  dollars  worth  of  taxable  property 
in  this  state,"  to  be  paid  into  the  state  treasury  to  the  credit  of 
the  Indiana  university.  In  1895  an  act  was  passed  (approved 
March  8),  levying  an  annual  tax  of  "one-sixth  of  one  mill  on 
every  dollar  of  taxable  property  in  Indiana,"  the  proceeds  to 
be  divided  among  the  Indiana  university,  Purdue  university,  and 
the  Indiana  state  normal  school,  in  lieu  of  any  further  annual 
appropriations  for  maintenance.  Of  this  amount  the  Indiana 
university  received  one-fifteenth  of  a  mill  on  the  taxable  property 
in  the  state.  By  an  act  approved  March  5,  1903,  this  law  was 
amended,  and  Indiana  university  now  receives  one-tenth  of  a  mill 
on  every  dollar  of  taxable  property  in  the  state. 


EDUCATION  IN  INDIANA.  509 

Indiana  university  is  pre-eminently  the  institution  of  tlie  peo- 
ple. It  is  the  concrete  example  of  the  democracy  described  by 
President  William  Lowe  Bryan  in  his  inaugural  address  when 
he  said: 

^^What  the  people  need  and  demand  is  that  their  cMldren 
shall  have  a  chance — as  good  a  chance  as  any  other  children  in 
the  world — to  make  the  most  of  themselves,  to  rise  in  any  and 
every  occupation,  including  those  occupations  which  require  the 
most  thorough  training.  What  the  people  want  is  open  paths 
from  every  corner  of  the  state,  through  the  schools,  to  the  highest 
and  best  things  which  men  can  achieve.  To  make  such  paths, 
to  make  them  open  to  the  poorest  and  lead  to  the  highest  is  the 
mission  of  democracy." 

The  rapid  increase  in  the  attendance  is  the  best  evidence  that 
the  university  is  fulfilling  its  mission.  Worth  and  not  wealth  is 
the  test  applied  in  the  class  room  and  in  society.  Last  year  almost 
fourteen  hundred  of  the  sons  and  daughters  of  Indiana  alone 
were  in  attendance.  For  the  last  five  years  every  county  in  the 
state  has  been  represented  annually.  The  course  of  study  keeps 
abreast  of  the  times.  Every  honorable  calling  is  ably  represented 
by  the  graduates  of  the  institution. 

h.    PURDUE  UNIVERSITY— LAFAYETTE. 

Purdue  university,  located  at  Lafayette,  Ind.,  originated  in 
the  act  of  congress  approved  July  2,  1862,  appropriating  public 
lands  to  the  various  states  for  the  purpose  of  aiding  in  the  main- 
tenance of  colleges  for  instruction  in  agriculture  and  the  mechanic 
arts.  The  state  of  Indiana  accepted  the  provisions  of  the  act  of 
congress  by  an  act  of  legislature  approved  March  6,  1865,  thus  pro- 
viding for  the  establishment  and  maintenance  of  the  institution. 
Two  subsequent  acts  of  congress  for  the  further  endowment  of  the 
institution  have  been  formally  accepted  under  the  stated  conditions 
by  the  legislature  of  the  state,  which  has  also  fixed  the  name  and 
location  of  the  university. 

From  the  first,  the  institution  has  been  under  the  control  of 
trustees  appointed  either  by  the  legislature  or  the  governor.  These 
trustees,  now  nine  in  number,  are  responsible  for  all  official  acts, 
are  subject  to  removal,  and  are  in  the  strictest  sense  trustees  of 


510  EDUCATION  IN  INDIANA. 

the  state's  interest.  The  property  of  the  institution  is  held  in  the 
name  of  the  state  and  can  not  be  disposed  of  without  legislation. 

The  plan  and  purpose  of  the  university  is  to  provide  liberal 
instruction  in  those  arts  and  sciences  relating  to  the  various 
industries,  and  to  conduct  investigation  and  disseminate  informa- 
tion concerning  the  principles  and  applications  of  agricultural 
science.  The  scope  and  work  of  tlie  university  is  fixed  by  law  as 
set  forth  in  the  three  acts  of  congress  relating  to  the  establishment 
of  the  institution  as  follows : 

The  act  approved  1862,  appropriating  lands,  states  that — 

"Tlio  leading'  objects  shall  be,  without  excluding  other  scientific  and 
classical  studies,  and  including  military  tactics,  to  teach  such  branches  of 
learning  as  are  related  to  agriculture  and  the  mechanic  arts,  in  such  man- 
ner as  the  legislatures  of  the  states  maj'  respectively  prescribe,  in  order  to 
promote  the  liberal  and  practical  education  of  the  industrial  classes  in  the 
several  pursuits  and  professions  in  life." 

The  act  approved  1887  appropriates  $15,000  annually  for  the 
experiment  station,  and  states — 

"That  in  order  to  aid  in  acquiring  and  diffusing  among  the  people  of 
the  United  States  useful  and  practical  information  on  subjects  connected 
with  agriculture,  and  to  promote  scientific  investigation  and  experiment 
respecting  the  principles  and  applications  of  agricultural  science,  there 
shall  be  established,  etc." 

The  act  of  1890  appropriates  e$25,000  annually  for  mainte- 
nance with  the  provision  that  it 

"Be  applied  only  to  instruction  in  agriculture,  the  mechanic  arts,  the 
English  language,  and  the  various  branches  of  mathematical,  physical, 
natural  and  economic  science,  with  special  reference  to  their  application 
in  the  industries  of  life  and  to  the  facilities  for  such  instruction." 

In  accordance  with  this  law  the  university  offers  the  following 
courses  of  instruction : 

1.  Agi-iculture.— (a)  Science  and  practice  of  agriculture,  (b)  horticul- 
ture, (c)  entomology,  (d)  agricultural  chemistry,  (e)  veterinary  science, 
(f)  dairying,  (g)  animal  husbandry. 

2.  Applied  Science.— (a)  Biol^y,  (b)  chemistry,  (c)  physics,  (d)  indus- 
trial art,  (e)  sanitary  science. 

3.  Mechanical  Engineering.— (a)  Shop  practice,  (b)  machine  design,  (c) 
transmission  of  power,  (d)  hydraulic  engineering,  (e)  steam  engineering. 

4.  Civil  Engineering.— (a)  Shop  practice,  (b)  railway  engineering,  (c) 
bridge  engineering,  (d)  hydraulic  engineering,  (e)  sanitary  engineering. 


EDUCATION  IN  INDIANA.  511 

5.  E'lectrical  Engineering.— (a)  Shop  practice,  (b)  machine  design,  (c) 
electrical  engineering,  (d)  dynamo  construction,  (e)  installation  and  man- 
agement of  electric  railway  and  lighting  plants,  (f)  telephonic  engineering. 

G,  Pharmacy.— (a)  Pharmacy,  (b)  chemistry,  (c)  materia  medica,  (d) 
prescription  practice,  (e)  botany. 

In  addition  to  these  departments  of  instruction  the  agricultural 
experiment  station  is  occupied  solely  with  investigations  pertain- 
ing to  agricultural  problems. 

Instruction  was  begun  at  Purdue  in  1874.  The  first  class 
graduated  in  1875,  since  which  time  the  instructional  work  of 
the  institution  has  been  continuous. 

One  thousand  eight  hundred  students  have  been  graduated  from 
the  institution,  and  over  six  thousand  have  received  instruction 
for  a  longer  or  shorter  period. 

The  faculty  numbers  one  hundred.  The  courses  of  study  are 
continuous  throughout  the  year,  hence  the  annual  enrollment  is 
practically  complete  by  the  close  of  the  first  semester.  At  that 
time,  February  1,  1904,. the  enrollment  was  1,424. 

The  institution  is  supported  by  the  interest  on  its  endowment 
fund  ($340,000)  ;  by  the  proceeds  of  the  state  educational  tax 
of  1-20  of  a  mill  on  each  one  hundred  dollars  of  taxable  prop- 
erty, and  by  an  appropriation  from  the  United  States  of  $25,000 
per  annum,  known  as  the  Morrill  fund. 

The  Indiana  experiment  station,  which  is  an  organic  part  of 
the  university,  receives  its  support  from  the  United  States,  and 
the  farmers'  institutes  are  supported  by  funds  received  from 
the  state,  of  which  the  university  acts  as  trustee. 

Equipment. — The  grounds  of  Purdue  comprise  one  hundred  and 
eighty  acres,  fifty  acres  of  which  constitute  the  university  cam- 
pus, the  remaining  one  hundred  and  thirty  serving  as  a  farm- 
laboratory  for  the  school  of  agriculture  and  experiment  station. 

Twenty-two  large  buildings  accommodate  the  various  depart- 
ments. University  hall  is  occupied  by  the  library  and  reading 
room,  the  halls  of  literary  societies,  and  the  offices  of  the  registrar 
and  the  secretary  of  the  board  of  trustees.  The  engineering  build- 
ing, presenting  a  floor  space  of  more  than  an  acre,  contains  the 
offices,  lecture  rooms,  drawing  rooms,  shops  and  extensive  labora- 
tories of  the  departments  of  mechanical  and  civil  engineering. 
The  electrical  building,  chiefly  characterized  by  its  large  dynamo 


512  EDUCATION  IN  INDIANA, 

laboratory,  is  devoted  to  tlie  departments  of  electrical  engineering 
and  physics.  Science  liall  is  tlie  home  of  the  departments  of 
biology  and  chemistry.  Agricultural  hall,  the  experiment  sta- 
tion, the  veterinary  infirmary  and  a  group  of  extensive  farm  build- 
ings give  accommodation  to  various  phases  of  the  work  of  the 
school  of  agriculture.  Purdue  hall  is  occupied  entirely  by  reci- 
tation and  lecture  rooms,  the  pharmacy  building  by  the  depart- 
ment of  pharmacy,  and  the  art  hall  by  the  lecture  room  and 
studios  of  the  art  department.  The  latter  building  also  serves 
as  a  dormitory  for  women  students.  The  Eliza  Fowler  hall  is 
a  beautiful  building  containing  the  auditorium  used  for  public 
and  official  functions  of  the  university,  and  also  the  offices  of  the 
president  of  the  university. 

In  the  organization  and  development  of  the  various  departments 
at  Purdue,  there  have  been  supplied  liberal  facilities  for  the  accom- 
modation of  students  in  experimental  study  and  research.  It  is 
not  too  much  to  say  that  a  marked  characteristic  of  the  university 
is  to  be  found  in  the  number  and  extent  of  its  laboratories.  The 
equipment  which  fills  these  laboratories  is  in  all  cases  of  a  very 
practical  sort.  In  them,  the  student  of  engineering  finds  machines 
identical  in  size  and  character  with  those  which  in  power-stations 
and  factories  are  doing  the  world's  work;  the  student  of  science 
commands  instruments  and  apparatus  not  inferior  to  those  with 
which  professional  scientists  employ  their  time ;  while  the  student 
of  agriculture  deals  directly  with  the  machines,  the  materials  and 
the  animals  of  the  farm. 

In  the  departments  of  engineering,  the  work  shops  for  begin- 
ning students  are  elaborately  equipped  with  tools  and  machines 
for  carpentry  and  joinery,  pattern  making,  foundry  work,  forging 
and  machine  work,  and  are  sufficiently  extensive  to  accommodate 
one  hundred  and  sixty  men  at  a  time.  The  steam  engine  lab- 
oratory for  more  advanced  students  contains  fifty  or  more  typical 
engines,  the  largest  of  which  is  rated  at  300-horse  power.  There 
arie  Corliss  engines  and  plain  slide  valve  engines,  pumping  en- 
gines and  mill  engines,  and  bf  whatever  character,  they  are  in 
all  cases  mounted  in  such  a  way  as  to  permit  their  action  to  be 
studied  and  their  performance  to  be  tested. 

A  separate  building  contains  a  locomotive  testing  plant  embrac- 


EDUCATION  IN  INDIANA.  513 

ing  a  modern  locomotive  so  mounted  that  it  may  be  fired  and 
its  motion  controlled  precisely  as  if.  it  were  upon  the  road. 

The  electrical  laboratories  contain  more  than  thirty  dynamos 
and  motors  wliich  are  served  by  switchboards  having  more  than 
four  hundred  terminals.  Nine  other  switchboards  serve  in  con- 
nection with  a  large  array  of  accessory  apparatus.  The  photo- 
metric laboratory,  the  telephone  laboratory,  the  storage  batteries 
and  the  instrument  cabinets  each  have  their  appropriate  equip- 
ment. 

Similarly,  for  field  work  in  surveying,  for  hydrographic  work, 
and  for  astronomical  work  in  connection  therewith,  the  equipment 
of  the  civil  engineering  cabinets  contains  types  of  all  instruments 
usually  employed  in  such  work,  the  list  including  no  less  than 
sixteen  engineer's  transits  and  thirteen  levels. 

The  laboratory  for  testing  materials  contains  a  large  variety 
of  testing  machines  for  making  tests  of  materials  of  construction 
in  tension,  compression,  torsion,  and  abrasion  under  both  static 
and  impact  conditions.  Facilities  exist  for  testing  cement  and 
concretes.  A  full  supply  of  cabinet  apparatus  for  delicate  meas- 
urements is  provided. 

In  the  department  of  hydraulics,  also,  there  are  steam  and 
power  pumps,  water-wheels  and  motors,  standpipes  and  weir  tanks, 
together  with  accessory  apparatus  for  expert  testing. 

The  engineering  laboratory  is  the  repository  of  the  American 
master  car-builders'  association,  and  as  such  contains  the  air- 
brake testing  rack,  embracing  the  complete  air  equipment  for 
two  railway  trains  of  fifty  cars  each,  and  a  brake  shoe  testing 
machine  designed  to  determine  the  coefficient  of  friction  between 
brake  shoes  of  various  materials,  and  a  standard  car  wheel,  these 
being  the  property  of  the  association.  A  locomotive  -museum 
contains  four  historic  locomotives. 

The  science  laboratories  include  a  suite  of  rooms  occupied  by 
the  department  of  biology.  There  are  rooms  for  general  biology, 
physiological  and  cryptogamic  hotanj,  bacteriology,  sanitary  sci- 
ence, fermentation,  vegetable  physiology  and  plant  pathology.  The 
equipment  of  these  laboratories  includes  microscopes,  microtomes, 
dissecting  instruments,  illustrative  apparatus,  herbarium  and  col- 
lections, its  extent  being  suggested  by  the  fact  that  there  are  as 

33— Education. 


514  EDUCATION  IN  INDIANA. 

many  as  twenty  Beck,  and  fifty  Bausch  and  Lonib's  microscopes. 
Similarly,  the  department  of  chemistry  has,  in  addition  to  its 
general  laboratory  which  is  equipped  to  accommodate  one  hundred 
and  seventy-six  students  at  a  time,  a  laboratory  for  quantitative 
analysis,  special  laboratories  for  advanced  study,  a  departmental 
library,  balance  rooms,  furnace  rooms,  store-rooms,  etc.,  while 
the  pharmaceutical  laboratories  include  a  prescription  room  which 
is  equipped  as  a  modern  dispensing  pharmacy,  and  a  pharma- 
cognosy room,  the  cabinet  of  which  includes  1,100  specimens  of 
crude  drugs  and  chemicals. 

The  equipment  of  the  department  of  agriculture  includes  a 
laboratory  of  agricultural  physics  for  work  in  mechanical  analysis 
of  soils,  a  laboratory  of  agricultural  chemistry,  a  horticultural 
laboratory  supplied  with  modern  appliances  for  the  study  of 
various  operations  in  plant  reproduction,  and  for  the  investiga- 
tion of  problems  in  economic  botany.  A  dairy  laboratory  occu- 
pying a  series  of  twelve  rooms  is  equipped  as  a  modern  creamery 
for  butter  and  cheese  making,  while  a  room  devoted  to  farm- 
dairying  involves  more  simple  apparatus. 

A  veterinary  laboratory  and  museum  and  an  entomological  lab- 
oratory contain  cabinets  and  equipment  usual  in  such  cases.  The 
farm  machinery  contains  an  exhibit  of  modern  agricultural  ma- 
chinery, and  an  agricultural  museum  contains  a  collection  of 
specimens  of  soils,  fertilizers,  wools,  cereals,  etc. 

The  agricultural  experiment  station,  while  devoted  chiefly  to 
problems  of  agricultural  research,  opens  its  well-equipped  labora- 
tories to  advanced  students  in  chemistry,  botany  and  veterinary 
science. 

The  college  farm  with  its  one  hundred  and  thirty  acres  is  di- 
vided into  fields  upon  which  staple  Indiana  crops  are  systemati- 
cally raised,  the  rotation  and  the  fertilization  being  after  a  plan 
covering  a  considerable  number  of  years.  The  live  stock  farm 
is  designed  to  serve  in  class  room  work  for  judging  types  and 
breeds,  and  for  experimentation.  While  most  of  the  animals  are 
bred  on  the  farm,  the  univerrsity  from  time  to  time  makes  pur- 
chase of  stock  from  some  of  the  best  flocks  and  herds  of  Europe 
and  America. 

The  orchard  of  the  farm  contains  fifty  varieties  of  Eussian  and 
standard  apple  trees,   and  numerous  varieties  of  pears,   plums, 


EDUCATION  IN  INDIANA.  515 

cherries  and  other  fruit  trees,  as  well  as  grapes,  bush  fruits  and 
strawberries. 

G.    THE  INDIANA  STATE  NORMAL  SCHOOL— TERRE  HAUTE. 

The  act  of  the  general  assembly  which  created  the  state  normal 
school  was  approved  December  20,  1865.  This  act  defined  the 
object  of  the  school  to  be  "the  preparation  of  teachers  for  teaching 
in  the  common  schools  of  Indiana,"  provided  for  the  appointment 
of  a  board  of  trustees,  the  location  of  the  buildings,  the  organi- 
zation of  a  training  school  and  the  adoption  of  courses  of  study, 
and  created  the  normal  school  fund  for  the  m,aintenance  of  the 
institution.  The  act  further  required  the  trustees  to  locate  the 
school  at  the  town  or  city  of  the  state  that  should  obligate  itself 
to  give  the  largest  amount  in  cash  or  buildings  and  grounds  to 
secure  the  school.  The  city  of  Terre  Haute  was  the  only  place 
to  offer  any  inducements  to  secure  the  institution.  A  tract  of 
land  three  hundred  feet  square  near  the  center  of  the  city,  valued 
at  $25,000,  and  $50,000  in  cash  were  offered,  and  the  city  agreed 
to  maintain  forever  one-half  the  necessary  expense  of  keeping 
the  building  and  grounds  in  repair.  This  liberal  offer  was  ac- 
cepted, and  the  construction  of  the  building  was  begun.  Aided 
by  subsequent  appropriations,  the  trustees  were  able  to  complete 
certain  portions  of  the  building,  and  the  school  was  opened  Janu- 
ary, 1870.  The  professional  training  of  teachers  was  an  experi- 
ment in  Indiana,  and  the  institution  began  its  work  without  the 
confidence  and  united  support  of  the  people  of  the  state. 

Twenty-three  students  were  present  on  the  opening  day,  and 
this  number  increased  to  forty  by  the  end  of  the  term.  The 
attendance  has  grown  steadily  since  the  opening  of  the  school, 
and  during  the  year  ending  October  31,  1903,  1,Y91  different 
students  were  enrolled.  In  1887  the  school  had  become  so  large 
that  it  was  necessary  for  the  high  school  of  Terre  Haute,  which 
had  occupied  a  portion  of  the  building  since  its  completion,  to 
find  new  quarters,  thus  leaving  the  entire  building  of  three  stories 
to  be  occupied  by  the  normal  school  alone. 

On  the  forenoon  of  April  9,  1888,  the  building  and  its  contents 
were  almost  totally  destroyed  by  fire.  Only  the  foundations  were 
left  unimpaired  ;  the  library,  furniture,  apparatus  and  everything 


516  EDUCATION  IN  INDIANA. 

in  the  building — the  accumulation  of  eighteen  years — were  con- 
sumed. Terre  Haute  provided  temporary  quarters  for  the  school, 
and,  under  the  contract  to  maintain  one-half  the  expense  of  repairs 
to  the  buildings  and  grounds,  promptly  gave  $50,000  in  cash  with 
which  to  begin  the  work  of  rebuilding.  The  next  general  assembly 
appropriated  $100,000  for  the  completion  of  the  building  and  the 
purchase  of  a  new  library,  etc.  With  these  sums  the  school  con- 
structed a  commodious  and  beautiful  building  and  purchased  an 
equipment  for  every  department  much  superior  to  that  possessed 
before  the  fire. 

The  legislature  of  1893  appropriated  $40,000  for  the  construc- 
tion of  a  new  building  to  be  used  for  gymnasia,  library  and  labor- 
atories. The  general  assembly  of  1805  appropriated  $20,000  and 
the  general  assembly  of  two  years  later  $10,000  with  which  to  com- 
plete this  building. 

Material  Equipment. — The  state  normal  school  occupies  two 
large,  handsome  buildings,  each  four  stories  high.  The  larger 
building,  constructed  immediately  after  the  fire  of  1888,  is  about 
190x150  feet,  and  is  a  very  commodious,  well-appointed  school 
building.  It  contains  an  assembly  room  capable  of  seating  three 
hundred  persons,  a  beautiful  chapel  which  seats  comfortably  one 
thousand  persons,  the  president's  office,  reception  room,  cloak  room, 
class  rooms,  wash  rooms,  etc.  It  is,  architecturally,  one  of  the 
most  beautiful  buildings  in  the  state,  and  its  internal  arrangement 
is  well  adapted  to  Ihe  purpose  for  which  it  was  constructed. 

The  second  building  is  about  100x100  feet,  and  is,  architec- 
turally, in  general  harmony  with  the  larger  building.  The  base- 
ment story  contains  the  two  gymnasia ;  the  second  story  is  occupied 
by  the  library.  This  is  a  large,  w^ell-lighted,  beautiful  room,  ad- 
mirably adapted  to  library  use.  The  third  story  is  occupied  by  the 
several  science  departments.  The  fourth  story  is  used  by  the 
literary  societies  and  the  Y.  M.  and  Y.  W.  C.  associations.  The 
library  is  equipped  with  every  needed  appliance,  and  contains 
about  35,000  well-selected  volumes.  The  chemical,  biological  and 
physical  laboratories  on  the  third  floor  are  substantially  finished 
and  are  equipped  with  everything  needed  for  the  science  work  of 
the  school. 

Probably  there  are  few,  if  any,  normal  schools  in  the  United 


EDUCATION  IN  INDIANA.  517 

States  that  are  more  fully  equipped  in  all  their  departments  for 
work  than  is  this  institution. 

Proposed  Enlargement. — The  general  assembly  of  1903  made  a 
very  liberal  provision  for  an  increased  support  of  the  school.  A 
specific  appropriation  of  $50,000  was  made  for  the  construction  of 
a  training  school  building,  and  a  very  substantial  advance  in  the 
institution's  annual  maintenance  was  given  by  increasing  the  tax 
for  the  support  of  the  school. 

For  many  years  the  school  has  felt  greatly  hampered  by  the 
presence  in  its  main  building  of  the  large  training  schools  which  it 
is  necessary  to  maintain.  These  schools  have  occupied  portions  of 
the  building  very  much  needed  for  the  other  work  of  the  school. 
In  addition  to  this  fact,  it  has  been  impossible  to  provide  room 
enough  for  maintaining  the  training  school  commensurate  with  the 
important  work  that  it  is  intended  to  do  in  the  preparation  of 
teachers.  A  suitable  site  has  been  purchased  near  the  present 
buildings  and  it  is  the  intention  to  erect  thereon  a  modern  building 
complete  in  all  its  details,  to  be  used  as  a  training  school  building. 
Every  effort  will  be  made  to  construct  a  model  building  that  shall 
afford  every  facility  for  the  work  of  the  training  school.  The 
training  school  itself  will  then  be  enlarged  so  that  each  of  the 
eight  grades  below  the  high  school  will  have  a  large,  well-ventilated 
room  complete  in  all  of  its  appointments.  Heretofore  it  has  been 
necessary  to  have  more  than  one  grade  in  each  of  several  of  these 
rooms.  With  the  new  building  contemplated,  each  grade  will  be 
to  itself  in  a  separate  room  and  managed  by  a  single  teacher.  A 
portion  of  the  new  training  school  building  will  be  set  apart  for 
elementary  manual  training  work.  The  $50,000  appropriated  by 
the  general  assembly  will  be  supplemented  by  about  $25,000  taken 
from  the  general  funds  of  the  institution,  in  order  that  the  train- 
ing school  building  may  be  in  every  respect  a  modern,  model  and 
complete  school  building. 

The  increase  in  the  tax  for  the  support  of  the  school  will  give 
the  institution,  beginning  July  1,  1904,  about  $100,000  annually 
for  its  maintenance.  This  will  enable  the  school  to  enlarge  many 
of  its  courses  and  provide  additional  teachers.  It  is  the  intention 
to  offer  courses  in  the  various  advanced  subjects  that  will  equip 
teachers  in  every  way  for  teaching  the  most  advanced  high  school 
subjects. 


518  EDUCATION  IN  INDIANA, 

The  Purpose  of  the  School. — The  statute  of  1865  which  created 
the  Indiana  state  normal  school  clearly  defined  its  object.  This 
was  declared  to  be  "the  preparation  of  teachers  for  teaching  in  the 
common  schools  of  Indiana."  The  state  normal  school,  then,  is 
not  an  institution  for  general  culture  for  its  own  sake;  it  is  a 
special  school — a  professional  school.  Its  sole  purpose  is  to  confer 
on  its  students  that  education,  discipline,  professional  training 
and  practical  skill  which  will  best  fit  them  for  teaching  in  the  pub- 
lic schools  of  Indiana.  The  school  limits  its  attention  and  work  to 
this  one  thing — the  preparation  of  teachers  for  teaching  in  the 
common  schools  of  Indiana,  l^o  person  is  admitted  who  does  not 
enter  for  the  purpose  of  preparing  to  teach  in  the  common  schools 
of  the  state,  and  all  the  work  of  the  school  has  this  one  end  in  view. 
Perhaps  a  brief  statement  of  the  school's  work  in  its  attempt  to 
fulfill  this  one  object  of  its  existence  may  aid  some  to  determine 
whether  or  not  they  wish  to  become  students. 

Since  the  common  schools  of  the  state  consist  largely  of  the 
district  and  grade  schools  and  the  greater  part  of  the  common 
school  work  is  in  the  elementary  or  common  branches,  the  state 
normal  school  seeks  first  of  all  to  ground  its  students  (such  as  do 
not  already  possess  this  knowledge)  thoroughly  in  the  common 
or  legal  branches  of  study.  These  lie  at  the  foundation  of  all 
learning  and  scholarship.  They  are  indeed  the  "fundamental 
branches  of  learning."  It  is  also  true  that  the  great  majority  of 
pupils  in  the  public  schools  do  not  advance  beyond  these  elemen- 
tary subjects.  If  the  state's  system  of  common  schools  is  to  become 
what  its  founders  designed  it  to  be,  it  must  be  largely  through  the 
efiicient  teaching  of  these  elementary  branches.  About  one  year  of 
the  normal  school  course  is  devoted  to  a  thorough,  reflective  study 
of  these.  They  are  not  pursued  and  taught  as  in  a  common  ele- 
mentary school.  The  student  is  required  to  possess  the  usual 
general  knowledge  of  these  subjects  to  be  admitted.  In  the  normal 
school  he  is  led  to  make  a  more  critical  and  philosophical  investi- 
gation of  the  facts  and  subject-matter  than  he  has  hitherto  done. 
He  now  studies  these  subjects  from  a  professional  point  of  view, 
from  a  teacher's  standpoint.  His  own  method  of  studying  them, 
and  the  method  of  presenting  them  appropriate  to  the  different 
grades  of  the  public  schools,  are  themselves  objects  of  attention  and 
study.     Tlie  wliole  presentation  of  the  subject  is  surrounded  by  a 


EDUCATION  IN  INDIANA.  519 

pedagogical  atmosphere  which  is  altogether  absent  from  the  ordi- 
nary school.  The  student  is  not  only  acquiring  a  larger  and  better 
knowledge  of  the  subjects  themselves,  but  he  is  learning  to  teach 
them.  All  persons  are  required  to  pursue  the  common  school 
branches  before  graduating  except  college  graduates  and  persons 
holding  three  years',  sixty  months',  professional  or  life  state 
licenses. 

In  the  next  place,  the  course  in  the  normal  school  requires  every 
student  to  pursue  a  long  line  of  more  strictly  professional  work — 
that  is,  work  which  is  designed  to  give  special  insight  into  all  edu- 
cational questions  and  prepare  the  individual  for  intelligent  and 
reasonable  charge  of  a  school.  This  line  of  study  consists  of  edu- 
cational psychology,  experimental  psychology,  theory  of  the  school, 
the  principles  of  methods,  observation  in  the  training  schools  and 
the  interpretation  of  the  teaching  observed,  child-study,  history  of 
education,  school  supervision,  school  systems  of  Europe  and  Amer- 
ica, science  of  education,  and  practice  in  the  training  schools.  In 
this  more  strictly  professional  department  of  the  student's  work 
every  phase  of  education  receives  extended  and  systematic  treat- 
ment— the  historical,  the  theoretical  and  practical.  The  whole  ob- 
ject of  this  is  to  lead  the  student  to  acquire  a  knowledge  of  the 
principles  of  education  and  to  acquire  a  reasonable  degree  of  skill 
in  applying  these  as  a  teacher.  He  is  to  be  freed  from  obedience  to 
mere  prescription  and  rule  as  a  teacher  and  acquire  genuine  orig- 
inality and  true  individuality.  Rational  understanding  of  his 
vocation  is  aimed  at  and  the  power  to  determine  from  the  stand- 
point of  principle  what  the  process  and  work  of  the  school  should 
be. 

In  the  third  place,  the  school  requires  its  students  to  pursue  such 
advanced  lines  and  courses  of  study  as  will  best  reinforce  the 
knowledge  of  the  common  school  branches,  and  at  the  same  time 
best  prepare  them  for  the  more  advanced  grades  of  public  school 
work.  Courses  in  Latin,  German,  history,  mathematics^  literature, 
science,  etc.,  are  offered,  and  no  student  can  graduate  who  does 
not,  in  addition  to  his  study  of  the  common  school  branches  and 
the  professional  line,  pursue  a  sufficient  number  of  these  to  com- 
plete four  years'  work  in  the  school.  Like  the  common  school  sub- 
jects, these  branches  are  studied  constantly  from  the  teacher's 
point  of  view,  and  the  student  is  frequently  led  to  reflect  upon  their 


520  EDUCATION  IN  INDIANA. 

value  as  means  of  education,  the  method  by  which  they  are  being 
studied,  methods  of  teaching  these  appropriate  to  the  grades  in 
which  they  are  studied,  etc.  The  object  is  to  make  the  entire  work 
of  the  school  strongly  and  distinctively  professional. 

The  faculty  now  numbers  thirty-five.  In  the  spring  term,  when 
the  attendance  is  largely  increased,  the  faculty  is  enlarged  by  the 
employment  of  about  ten  additional  teachers. 


B,    DENOMINATIONAL  INSTITUTIONS. 

1.     STATEMENT. 

The  establishment  of  denominational  schools  in  Indiana  reveals 
the  same  si)irit  which  prompted  the  Pilgrim  fathers  to  advance 
learning.  Their  chief  purpose  was  to  advance  learning  in  order  to 
propagate  the  gospel.  They  dreaded  ''to  leave  an  illiterate  min- 
istry to  the  churches  after  our  present  ministry  shall  be  in  the 
dust."  With  just  such  zeal  and  earnestness  did  the  early  pro- 
moters of  our  denominational  institutions  accomplish  their  pur- 
pose. They  believed  with  Francis  Lieber,  not  only  that  "Christi- 
anity considered  as  a  branch  of  knowledge  constituted  an  indis- 
pensable element  in  a  liberal  education,"  but  that  Christianity 
taken  solely  as  a  historical  fact  is  incomparably  the  mightiest  fact 
in  the  annals  of  human  society;  that  it  has  tinctured  and  pene- 
trated all  systems  of  knowledge,  all  institutions,  both  civil  and 
exclusively  social,  the  laws,  languages,  and  literature  of  the  civil- 
ized nations,  their  ethics,  rights,  tastes,  and  wants.  This  influence 
and  this  religion  they  conceived  the  chief  end  of  education  to 
maintain. 

The  proof  of  such  influence  in  the  habits,  minds,  wants  and 
lives  of  the  early  citizens  in  Indiana  is  seen  in  the  struggle  they 
endured  to  secure  and  perpetuate  the  denominational  christian  col- 
leges. 

a.    DePAUW  UNIVERSI.TY— an  HISTORICAL  SKETCH. 
By  Belle  A.  Mansfield,  A.M.,  LL..D. 

The  development  of  institutions  in  a  state  like  our  own,  where 
they  have  been  a  part  of  the  indigenous  growth,  is  always  of 
peculiar  interest.     Even  in  the  pioneer  days  in  Indiana  there  was 


EDUCATION  IN  INDIANA.  521 

a  distinct  recognition  of  needs  beyond  those  for  the  mere  material 
existence,  and  the  life  was  known  to  be  more  than  meat,  and  the 
body  than  raiment.  Consequently  the  most  far-seeing  men  and  wom- 
en, with  distinct  appreciation  and  rare  devotion,  bent  the  best  ener- 
gies of  their  lives  to  bring  about  the  most  helpful  surroundings,  for 
growth  and  development,  not  only  within  their  own  homes,  but  also 
in  their  several  communities  and  within  the  reach  of  the  still  wider 
public.  Under  this  impulse,  churches  and  schools  naturally  found 
their  places  among  the  homes,  the  mills,  the  shops,  and  the  stores 
of  the  new  communities,  and  the  growing  civilization.  This  soon 
meant  schools  for  the  higher  education,  as  well  as  those  of  primary 
and  secondary  grade ;  schools,  too,  not  only  under  state  manage- 
ment and  support — but  those  nnder  religious  control  as  well — 
where  distinct  attention  should  be  given  to  the  spiritual  growth,  at 
the  same  time  that  the  intellect  was  receiving  its  strictest  training 
and  most  careful  direction.  As  an  outgrowth  of  this  idea,  the 
Methodist  ministers  of  Indiana,  in  their  annual  conference  as- 
sembled in  1835,  voiced  the  sentiment  of  the  most  progressive,  not 
only  of  their  own  numbers,  but  also  of  their  congregations,  when, 
after  long  and  careful  consultation,  they  drew  into  a  formal  resolu- 
tion this  sentiment  that  had  been  growing  for  several  years,  and 
adopted  it  and  spread  it  upon  their  records — that  they  would 
found  an  institution  for  higher  learning,  to  be  known  as  "The  In- 
diana Asbury  university.''  This  meant  much.  The  state  was,  as 
yet,  sparsely  settled  ;  its  roads,  where  laid  out  at  all,  were  well  nigh 
impassable;  Methodism  had  only  about  25,000  members  within  the 
state  confines — and  money  was  scarce  among  them,  as  it  was  also 
among  their  neighbors ;  but  the  need  seemed  great,  energy  was  at 
high  tide,  and  faith  in  the  future  unbounded.  These  ministers 
went  from  their  conference  session,  and  talked  over  their  new  plans 
with  the  people  of  their  widely  extended  circuits. 

Several  places  presented  their  claims  and  urged  them  to  be  the 
seat  of  this  new  center  of  learning — prominent  among  which  were 
Lafayette,  Indianapolis,  Rockville,  Putnamville  and  Greencastle. 
After  it  was  once  decided  that  the  location  should  be  within  Put- 
nam county,  the  advantageous  situation  of  Putnamville  was  argued 
seemingly  with  propriety  and  with  special  force,  because  it  was 
on  that  important  '^national  road"  that  lead  in  unbroken  distance 
even  from  Pittsburg  and  beyond  it  westward  to  the  Mississippi 


522  EDUCATION  IN  INDIANA. 

river.  But  notwithstanding  this  really  important  factor,  the  bal- 
ance of  the  argument  was  against  it,  and  the  decision  was  cast  in 
favor  of  Greencastle.  This  vote  was  reached  at  the  conference 
session  of  1836,  which  was  held  in  Indianapolis,  and  on  the  Satur- 
day afternoon  of  that  occasion.  The  next  Monday  morning,  Rev. 
J.  C.  Smith  and  Rev.  Aaron  Wood  were  appointed  agents  to  col- 
lect money  for  the  erection  of  suitable  buildings  for  this  important 
new  enterprise.  A  committee  also  was  named  to  memorialize  the 
legislature  at  its  coming  session  in  the  interests  of  a  charter.  All 
the  preliminaries  were  adjusted  and  work  in  earnest  was  about  to 
begin.  The  first  serious  opposition  was  encountered  when  the  com- 
mittee appeared  before  the  legislature  with  their  petition —  a 
double  line  of  opposition — from  the  foes  of  advancing  Methodism, 
and  from  those  who  were  opposed  to  attempting  anything  more 
than  was  already  being  done  in  the  matter  of  education  under  the 
existing  difficulties.  But  the  way  was  finally  cleared — in  the  lower 
house,  by  argument ;  and  in  the  upper  by  strategy,  combined  with 
the  argument;  and  on  the  10th  of  January,  1837,  the  charter  was 
granted  which  provided  as  follows :  ^'That  a  seminary  of  learning 
shall  be,  and  the  same  is  hereby  established  in  the  town  or  vicinity 
of  Greencastle,  in  Putnam  county,  and  state  of  Indiana,  to  be 
known  by  the  name  and  style  of  'The  Indiana  Asbury  university,' 
which  shall  be  founded  and  maintained  forever,  upon  a  plan  most 
suitable  for  the  benefit  of  the  youth  of  every  class  of  citizens,  and 
of  every  religious  denomination,  who  shall  be  freely  admitted  to 
equal  advantages  and  privileges  of  education,  and  to  all  the  liter- 
ary honors  of  said  university  according  to  their  merit."  As  yet,  it 
will  be  noticed,  that  no  maiden  was  provided  for  in  all  this  uni- 
versity outlook;  her  presence  was  not  described  even  on  the  uni- 
versity horizon  and  the  "youth''  of  this  charter  provision  is  to  have 
its  strict  interpretation  of  being,  as  the  grammarian  would  say  it, 
of  masculine  gender. 

The  claims  of  this  new  institution  were  presented  and  urged  all 
over  the  state,  and  money  came  in  at  least  liberally,  if  not  abun- 
dantly. A  building  was  begun  which  was  to  furnish  the  "local 
habitation  and  the  place,"  and  its  corner  stone  was  laid  amid 
great  ceremony  on  June  20,  1837.  This  was  the  noblest  occasion 
Putnam  county  had  ever  yet  seen.  Twenty  thousand  people  had 
come  from  the  surrounding  country — some  of  them  even  from  dis- 


EDUCATION  IN  INDIANA.  523 

tant  parts  to  witness  this  important  ceremony.  All  Greencastle 
was  a  center  of  hospitality  in  the  entertainment  of  its  guests.  The 
rermon  of  the  occasion  was  preached  by  that  splendid  orator,  Dr. 
Henry  B.  Bascom,  of  Kentucky,  who  later  on  became  one  of  the 
bishops  of  the  Methodist  church  south.  All  the  incidents  consid- 
ered as  belonging  to  such  occasions  w^ere  fully  observed,  and  the 
men  and  women  went  to  their  homes  resolved  upon  renewed  zeal 
and  added  sacrifices  in  the  interests  of  their  "university."  The 
building  which  was  the  original  of  what  is  now  known  as  "west 
college,"  progressed  without  interruption  or  serious  delay,  and  was 
really  a  noble  structure  from  the  standpoint  of  its  times  and  its 
surroundings. 

But  the  educational  idea  did  not  wait  upon  its  completion.  Rev. 
Cyrus  Nutt,  of  Allegheny  college,  Pennsylvania,  had  recently 
opened  a  school  in  Greencastle,  which  within  a  few  days  of  the 
laying  of  the  "corner  stone,"  was  adopted  as  the  preparatory  school 
for  the  "university ;"  it  had  its  beginning  in  an  old  school  house, 
but  in  I^ovember  of  its  first  year  was  moved  into  a  building  on  the 
piece  of  ground  now  occupied  by  the  College-avenue  Methodist 
church.  The  first  home  of  this  school  was  neither  spacious  nor 
pretentious — a  room  of  about  twelve  by  fifteen  feet,  but  this  was 
quite  large  enough  for  the  teacher  and  his  ^ye  students — the  total 
enrollment  at  the  opening  of  the  first  term ;  of  these  five,  four  were 
from  Greencastle  and  the  remaining  one  was  from  a  few  miles  out 
in  the  country ;  their  names  are  carefully  preserved  and  are  a  part 
of  the  records.  One-fifth  of  these  charter  member  students  contin- 
ued his  course  even  to  graduation,  and  was  a  member  of  the  class 
of  '42 — the  third  class  that  graduated  from  the  institution. 

Several  ineffectual  attempts  to  organize  a  faculty,  were  made 
within  the  next  two  years.  The  trustees,  in  their  wisdom,  saw  that 
first-class  talent  must  be  called  and  the  very  best  preparation  that 
the  church  could  command ;  in  return  they  had  little  but  possibil- 
ities to  offer  by  way  of  inducement.  During  this  period,  Prof. 
Xutt — be  his  name  written  with  reverence — ^held  steadily  to  his 
course,  and  was  himself  acting  president,  professor,  faculty,  treas- 
urer and  whatever  other  offices  the  duties  of  the  day  might  demand. 
With  such  assistance  as  he  could  from  time  to  time  secure,  he  did 
his  work  bravely  and  had  the  reward  of  seeing  it  prosper  under  his 


524  EDUCATION  IN  INDIANA. 

care,  and  of  recognizing-  the  promise  of  larger  things  in  the  times 
to  come. 

At  a  meeting  of  the  board  in  1839,  upon  the  recommendation  of 
Bishop  Roberts,  whose  home  was  then  in  Indiana,  and  of  Dr. 
Charles  Elliott,  editor  of  the  Western  Christian  Advocate,  Prof. 
Matthew  Simpson,  of  the  faculty  of  Allegheny  college,  was  elected 
president ;  largely  through  the  representations  and  the  urgency  of 
those  who  recommended  him,  he  decided  to  accept  this  important 
place,  and  entered  upon  his  duties  September  23,  1839.  The  first 
regular  faculty  as  then  constituted  was  as  follows : 

Rev.  Matthew  Simpson,  A.  M.,  M.  D. — President  and  professor 
of  mathematics 

Rev.  Cyrus  ^utt,  A.  M. — Professor  of  languages. 

Rev.  John  W.  Weakley,  A.  M. — Principal  of  preparatory  de- 
partment. 

John  A^Hieeler — Tutor  in  Languages. 

Dr.  Simpson  soon  became  known  as  wise  in  counsel,  strong  in 
executive  quality  and  eloquent  in  speech.  lie  was  a  statesman, 
and  orator  and  a  consecrated  man  of  God.  The  new  being  com- 
mitted to  his  care  received  into  its  veins  some  of  the  rare  quality 
that  carried  him  some  years  later  to  the  eminent  distinction  of 
being  recognized  as  the  greatest  man  in  American  Methodism, 
since  the  days  of  Bishop  Asbury. 

His  associates  in  the  faculty,  too,  were  men  of  genuine  merit 
and  of  unfaltering  devotion  to  their  work.  All  of  them  became 
in  subsequent  years  themselves  presidents  of  important  educa- 
tional institutions. 

This  faculty  entered  upon  its  duties  in  1839,  the  school  still 
being  located  in  the  old  seminary  building.  But  at  the  opening  of 
the  second  term  of  that  scholastic  year,  in  the  spring  of  1840,  the 
new  structure  though  not  yet  completed,  was  so  far  advanced  that 
one  part  of  it  could  be  used  for  school  purposes  while  the  re- 
mainder was  being  finished.  Work  was  pushed  forward  vigor- 
ously, both  in  the  classes  and  with  the  brick  and  mortar,  in  order 
that  by  the  commencement  time,  which  was  to  be  about  the  middle 
of  September,  everything  might  be  in  readiness  for  a  veritable 
^'commencement,''  and  the  looked  for  day  at  length  arrived.  The 
close  of  the  school  year  witnessed  a  great  event,  the  graduation  of 
the  first  class  from  the  "university,"  a  class  of  three,  of  whom  Dr. 


EDUCATION  IN  INDIANA.  525 

Thomas  A.  Goodwin,  of  Indianapolis,  with  a  long  line  of  useful 
labors  back  of  him,  still  lives  to  encourage  us  with  his  abounding 
spirits,  to  enliven  us  with  his  spicy  reminiscences  and  to  stimulate 
us  with  his  enthusiastic  activity.  He  still  keeps  a  clear  brain  and 
wields  a  trenchant  pen. 

On  the  13th  of  September,  Dr.  Simpson,  who  had  been  busily  at 
work  for  nearly  one  year  already,  was  formally  inaugurated  and 
the  keys  of  the  institution  were  placed  in  his  possession  by  the 
Hon.  David  Wallace,  the  governor  of  the  state  of  Indiana;  this 
was  his  official  announcement  as  the  first  president  of  ^^The  Indi- 
ana Asbury  university." 

The  next  day  the  board  of  trustees  took  important  action,  look- 
ing toward  making  larger  provisions  for  the  growing  needs.  The 
chair  of  mathematics  was  separated  from  the  president's  duties  and 
Rev.  W.  C.  Larrabee,  A.  M.,  then  principal  of  Cazenovia  semi- 
nary, was  elected  professor  of  mathematics  and  natural  science — 
but  was  soon  relieved  of  the  latter  half  of  this  combination  to  take 
charge  of  which  Charles  G.  Downey,  A.  M.,  was  elected.  Tlie 
chair  of  languages,  too,  was  divided — its  former  incumbent  retain- 
ing the  Greek,  his  tutor.  Rev.  John  Wheeler,  A.  B.,  being  elected 
to  the  chair  of  Latin  language  and  literature.  The  president  also 
organized  the  department  of  mental  and  moral  science  and  took 
charge  of  its  classes  in  addition  to  his  official  duties  as  the  head 
of  the  institution. 

The  faculty  was  now  considered  quite  complete,  and  was,  indeed, 
under  all  the  circumstances  one  of  remarkable  strength.  Only  one 
change  and  one  addition  were  made  in  its  composition  for  the 
liberal  arts  work,  until  the  end  of  what  is  som<3time  called  the 
Simpson  period ;  the  change  was  incident  to  the  resignation  of 
Prof.  T^utt  and  the  succession  of  the  elegant  and  enthusiastic  Prof. 
B.  P.  Tefft,  A.  M.,  from  the  state  of  Maine.  The  retiring  pro- 
fessor, however,  returned  a  few  years  later  to  serve  through  another 
period  of  years  in  connection  with  the  faculty  here,  and  then  in  the 
faculty  of  a  neighboring  institution  in  our  own  state.  The  addi- 
tional name  placed  in  the  teaching  list  was  that  of  the  accom- 
plished scholar.  Rev.  S.  K.  Hoshour,  A.  M.,  who  in  184Y  was 
elected  as  tutor  to  take  charge  of  the  new  work  in  German  and 
French.  In  July  1848,  President  Simpson,  with  his  work  in  full 
tide  of  prosperity,  resigned  his  place  to  accept  the  editorship  of  the 


526  EDUCATION  IN  INDIANA. 

Western  Christian  Advocate,  to  which  position  he  had  been  re- 
cently elected.  He  had  been  at  Asbury  about  ten  years;  during 
that  time  it  had  grown  from  its  small  beginnings,  though  with  a 
large  enough  name,  surely,  to  the  status  of  a  really  prosperous  and 
well  known  college.  From  the  first,  its  educational  standards  had 
been  placed  high,  and  its  corps  of  instructors  was  from  among  the 
best  scholars  and  thinkers  that  the  country  could  furnish.  This 
meant  very  much,  not  only  for  those  days  and  years,  but  for  those 
that  have  followed  even  down  to  the  present;  and  it  will  mean 
much  for  the  subsequent  times — not  only  in  the  records  that  are 
back  of  us  and  the  traditions  that  are  about  us,  but  in  the  impulse 
under  which  we  shall  continue  to  live  and  grow. 

Students,  too,  came  in  goodly  numbers — as  many  as  under  the 
existing  conditions  could  be  well  cared  for;  and  these  not  only 
from  our  own  state,  but  a  liberal  proportion  from  adjoining  states 
and  even  more  distant  regions — recognizing  that  here  was  a  place 
to  gain  an  education  of  a  high  order,  and  to  gain  it  under  the  ad- 
vantages of  broad  healthful,  christian  surroundings.  The  best 
educational  interests  here  subserved,  and  the  importance  of  chris- 
tian influences  was  emphasized. 

During  the  year  that  followed  the  resignation  of  Dr.  Simpson, 
while  the  board  was  trying  to  find  a  successor  who  would  exactly 
suit  the  conditions  and  the  needs — the  administration  was  placed 
in  the  hands  of  Prof.  Larrabee,  and  the  standards  were  well  main- 
tained during  this  interim. 

July  14,  1849,  Rev.  Lucien  W.  Berry,  A.  M.,  was  chosen  presi- 
dent and  entered  very  soon  afterward  upon  the  duties  of  his  ofiicial 
position.  He  was  pre-eminently  an  orator;  one  of  the  most  bril- 
liant pulpit  orators  of  his  time — and  withal  a  man  of  learning. 
He  came  to  the  new  field  of  labor  with  the  confidence  of  his  breth- 
ren and  the  strong  support  of  the  church.  His  formal  inaugura- 
tion took  place  at  the  next  commencement  time,  nearly  one  year 
after  he  commenced  his  work;  the  keys  of  the  university  were 
placed  in  his  charge  by  the  chief  executive  of  the  state.  Governor 
Wright.  He  continued  to  administer  the  affairs  of  the  institution 
for  four  years  longer,  and  at  the  end  of  that  time  resigned  his 
place  here,  and  accepted  the  presidency  of  the  Towa  Wesley  an  uni- 
versitv  at  Mt.  Pleasant. 


EDUCATION  IN  INDIANA.  527 

In  the  following  August,  the  Rev.  Daniel  Curry,  D.  D.,  of  !New 
York  city,  was  elected  to  the  vacancy ;  he  began  his  work  with  the 
opening  of  the  school  year  and  remained  until  July,  1857,  a  period 
of  about  three  years.  Dr.  Curry  was  a  superior  teacher,  a  man  of 
fine  native  ability  and  extensive  culture,  but  not  quick  to  assimi- 
late the  spirit  of  the  west  into  his  eastern  life  and  habits ;  nor  was 
he,  perhaps,  always  v^ise  in  government.  Passing  by  entirely  what 
may  have  been  the  merits  of  the  case,  it  is  a  matter  of  history  that 
during  these  years  arose  the  college  rebellion  that  threatened  such 
dire  things  to  the  school.  So  serious  did  the  conditions  become 
that  a  special  session  of  the  board  of  trustees  was  called  in  Decem- 
ber, 1856,  to  adjust  the  differences  between  faculty  and  students 
that  seemed  incapable  of  easier  adjustment.  During  this  session 
the  resolution  was  presented  and  adopted  discouraging,  as  a  gen- 
eral principle  all  appeals  from  students  to  the  board  of  trustees  as 
"against  faculty  action.  But  at  the  end  of  the  school  year,  the  pres- 
ident decided  that  perhaps  the  interests  of  all  concerned  might  be 
best  subserved  by  a  change  in  administration.  He  resigned  his 
place  and  enjoyed  many  years  of  successful  labor  in  other  fields — 
the  greater  part  of  the  time  as  editor  of  some  of  the  most  important 
periodicals  under  the  control  of  Methodism. 

From  July,  1857,  to  July,  1858,  the  institution  was  again  with- 
out an  executive  head.  At  this  time  Dr.  Nutt  was  again  elected  to 
a  professorship,  after  an  absence  of  a  number  of  years,  and  was 
also  made  vice-president.  With  this  arrangement  a  successful  year 
ensued  and  at  the  close  of  it  Rev.  Thomas  Bowman,  D.  D.,  was 
elected  to  the  presidency.'  He  brought  with  him  into  his  work,  a 
beautiful  spirit  and  a  thorough  education.  Upon  his  coming,  the 
school  people  and  the  general  public  rallied  about  him  and  the 
fourteen  years  of  his  administration  were  fourteen  good  years. 
There  was  genuine  progress  in  those  times  and  a  good  degree  of 
peace  on  earth,  good  will  among  men.  In  1872  he  resigned  the 
place  which  he  had  held  through  so  many  and  such  successful 
years,  because  the  church  in  its  wisdom  had  transformed  the  college 
president  into  a  bishop  of  the  Methodist  Episcopal  church.  Rev. 
Reuben  Andrus,  D.  D.,  at  that  time  pastor  of  Meridian-street 
church  in  Indianapolis,  was  chosen  as  his  successor,  and  continiied 
in  the  place  for  three  years ;  he  was  a  strong  preacher  and  a  noble 
hearted  man  whose  presence  even  impressed  people  toward  the 


528  EDUCATION  IN  INDIANA. 

better  things.  He  came  to  his  new  work  in  days  of  its  prosperity 
and  after  three  faithful  and  successful  years  concluded  to  return 
to  the  work  of  his  choice  in  the  regular  pastorate. 

Rev.  Alexander  Martin,  D.  D.,  was  the  choice  for  the  next  presi- 
dent. He  was  a  Scotehman  by  birth  and  had  the  true  fibre  of  his 
own  strong,  rugged  country.  He  was  a  born  ruler  and  an  able 
organizer.  Dr.  Martin  came  to  Asbury  in  18Y5,  with  ripe  and 
broad  scholarship  and  with  firm  conviction  of  right,  which  he  car- 
ried out  without  fear  or  favor.  He  knew  what  a  university  ought 
to  be,  and  furthermore  knew  that  the  one  to  which  he  was  called 
was  only  an  excellent  college;  he  believed  though,  that  the  tiriie 
had  come  to  extend  its  circle  of  usefulness,  and  to  make  it  in  fact 
what  it  had  all  along  been  in  name.  To  this  end  he  labored  and 
with  how  large  degree  of  success  is  well  known,  till  he  saw  Asbury 
enlarged  and  itself  the  liberal  arts  school  of  DePauw  university, 
with  beginnings  at  least  of  all  the  special  and  professional  schools 
that  usually  enter  into  the  constitution  of  a  university,  excepting 
only  that  of  medicine.  In  1889,  he  feeling  that,  with  advancing 
years,  he  should  be  relieved  from  the  heaviest  of  his  responsibil- 
ities and  the  most  arduous  of  his  duties,  his  resignation  as  presi- 
dent,  offered  for  the  second  time,  was  finally  accepted  and  his  ac- 
tive duties  in  the  university  were  alloM^ed  to  remain  only  in  connec- 
tion with  his  department  of  philosophy— at  which  post  he  contin- 
ued until  the  end  of  his  long  and  useful  life  in  1893. 

After  muc'i  consultation  in  the  matter  of  the  next  presidency. 
Rev.  J.  P.  John,  D.  I).,  was  chosen  in  1889.  He  was  already  one 
of  the  university  professors  and  the  institution's  vice-president. 
He  was  thoroughly  acquainted  with  the  life  about  him  and  in  full 
s.ympathy  with  the  course  of  development  of  the  last  few  years. 
With  his  strong  logical  mind  and  his  enthusiastic  nature  he  rec- 
ognized large  possibilities  in  the  very  near  future,  and  bent  his 
energies  toward  them.  He  devoted  himself  assiduously  to  the 
reorganization  of  the  courses  of  study,  and  to  the  looking  out  pro- 
fessors of  the  highest  available  quality  in  their  own  lines  of  work, 
so  that  whenever  a  change  h§^l  to  be  niade  in  the  faculty,  or  an 
addition  could  be  made,  it  might  always  be  the  best  one  possible 
in  the  interests  of  the  highest  order  of  work  in  all  departments. 
These  were  the  days  when  the  university  expectations  were  at  their 
greatest  as  regarded  the  value  of  its  endowments  and  large  things 


EDUCATION  IN  INDIANA.  529 

seemed  to  be  within  tlie  reasonable  reach  of  the  institution.  But 
hard  times  came  this  way  in  '98  and  continued  through  several 
subsequent  years.  Business  interests  suffered;  stocks  and  shares 
declined  in  value;  productive  funds  became  non-productive;  stu- 
dent numbers  decreased  because  incomes  in  their  homes  were  un- 
certain, and  the  horizon  of  present  possibilities  narrowed  and  that 
beyond  the  power  of  any  one  to  prevent  it.  Many  a  man  and  many 
an  institution  during  those  years  had  to  exchange  its  inquiry  of 
^Svhat  is  best"  for  the  more  available  one  of  "what  is  now  most 
expedient."  But  a  high  order  of  work  was  done  in  recitation 
rooms,  libraries  and  laboratories,  and  young  men  and  young 
women  w^ere  learning  to  think,  and  were  getting  ready  for  the 
great  world.  Dr.  John  resigned  the  presidency  in  1896  and  was 
followed  by  Kev.  II.  A.  Gobin,  A.  M.,  D.  D.,  who  for  some  years 
previous  had  been  the  dean  of  the  school  of  theology.  He  showed 
himself  to  be  a  man  among  men  for  the  time  in  the  midst  of  which 
lie  was  placed,  and  answ^ered  with  rare  discretion  the  best  interests 
of  the  university,  and  brought  it  through  the  severest  days  of  its 
financial  difficulties,  till  the  dawn  of  a  new  era  of  prosperity  ap- 
peared on  its  horizon. 

Within  these  fifty-two  years,  and  under  these  seven  administra- 
tions that  have  followed  since  the  times  of  the  first  president, 
professors,  associates,  instructors  and  tutors  have  come  and  gone — 
many  of  them  of  noble  quality  and  a  high  degree  of  efi&ciency  in 
their  several  departments,  ^or  has  it  always  been  in  their  depart- 
ments alone  that  they  have  rendered  inestimable  and  imperishable 
service;  for  some  have  been  wise  and  careful  counsellors  as  well, 
and  have  touched  for  healing  and  for  health  the  young  life  about 
them ;  some,  too,  have  contributed  bountifully  toward  the  solutions 
of  the  weightiest  problems  that  have  presented  themselves  through 
these  years,  for  university  solution,  and  have  planned  and  worked 
wnth  zeal  and  efficiency  for  enlarging  interests  and  advancing 
opportunities.  But  there  are  too  many  of  them  whose  merits  place 
them  in  honored  ranks  in  the  educational  world,  even  to  be  named 
and  titled  in  the  brief  pages  of  this  historical  sketch. 

Many  interesting  things  present  themselves  as  worthy  a  place 
in  the  records  of  these  passing  years,  but  naturally  we  can  stop 
here  to  make  mention  of  only  a  few  of  them,  so  these  few  must 

34— Education. 


530  EDUCATION  IN  INDIANA. 

be  selected  from  among  those  that  are  conspicuous  as  record 
making  ones : 

On  the  23d  of  May,  1843,  the  trustees  entered  into  compact  with 
the  secretary  of  war  to  educate  ten  Choctaw  boys,  and  pursuant 
to  this  agreement  Indians  came  into  the  school.  At  first  it  seemed 
peculiar  but  was  entirely  consistent  with  the  provisions  of  the 
charter  as  was  also  the  coming  in  at  later  times  of  Japanese,  Afri- 
cans and  Chinese. 

Hon.  James  Whitcomb,  in  1853,  gave  the  university  his  valu- 
able library  of  4,500  volumes,  and  made  provisions  for  its  super- 
vision and  enlargement.  This  furnished  a  very  considerable  nu- 
cleus for  the  accumulations  of  all  these  years.  The  regular  in- 
come from  the  endowment  which  he  left  for  it  is  still  one  of  the 
important  sources  of  revenue  for  the  purchases  of  new  supplies 
from  year  to  year. 

In  1859  it  was  considered  expedient  to  reorganize  the  depart- 
ments, and  this  was  done  under  the  following  eight  titles — each 
member  of  the  corps  of  instructors  fitting  in  some  one  of  these 
groups. 

I.  President,  and  professor  of  mental  and  moral  philosopliy. 

II.  Vice-president  and  professor  of  mathematics. 

III.  Professor  of  natural  science. 

IV.  Professor  of  Greek  language  and  literature. 
V.  Professor  of  Latin  language  and  literature. 

VI.    Professor  of  belles  lettres  and  history. 

VII.    Adjunct  professor  of  mathematics  and  principal  of  preparatory 
department. 
VIII.    Professor  of  law. 

This  new  classification,  in  itself,  made  no  changes  in  the  work 
about  the  institution,  or  in  the  respective  duties  of  the  various 
persons  concerned,  but  merely  set  forth  in  more  systematic  order 
facts  that  had  been  thrown  into  more  or  less  of  confusion  by  many 
adjustments  and  readjustments. 

The  year  1867  witnessed  a  real  innovation;  after  careful  con- 
sideration and  protracted  discussion,  it  was  decided  in  June,  that 
ladies  should  be  admitted  fo  the  college  classes.  This  was  a 
great  departure  from  the  old  standards ;  the  mixed  student  contin- 
gent had  as  yet  appeared  in  but  very  few  of  our  colleges — notable 
among  this  few  were  Oberlin  college  and  the  Iowa  Wesleyan  uni- 
versity.    With  the  opening  of  the  next  school  year,  a  number  of 


EDUCATION  IN  INDIANA,  531 

young  women  availed  themselves  of  the  privileges  for  higher 
education,  and  in  18 Yl  four  young  women  were  in  the  graduating 
class. 

In  1869,  Kobert  Stockwell  having  given  $25,000  to  the  endow- 
ment funds — which  then  seemed  quite  a  munificent  gift — the  chair 
of  Greek  was  named  in  his  honor  "The  Robert  Stockwell  chair  of 
Greek  language  and  literature.'' 

But  naturally  amid  all  the  growth  and  expansion  of  the  times, 
the  one  building  that  had  been  so  ample  in  its  first  years  was 
entirely  too  small  to  meet  even  tolerably  well  the  present  needs. 
An  additional  building  must  be  erected  and  that  in  the  near 
future.  After  much  deliberation,  with  but  little  money  for  it  in 
hand  and  not  much  more  in  sight,  but  with  large  faith  in  the 
possibilities,  the  work  was  undertaken,  and  on  the  20th  of  October, 
1869,  the  comer  stone  was  laid  for  a  new  building — the  one  now 
known  as  east  college.  The  work  progressed  but  slowly,  for  the 
trustees  and  the  building  committee  were  not  willing  to  go  much 
in  advance  of  the  ready  money  for  the  payment  of  the  bills;  so 
that  about  six  years  passed  by  before  the  structure  was  completed, 
though  parts  of  it  were  ready  for  occupancy  before  that  time. 
When  it  was  finished  it  was  at  a  total  cost  of  something  more  than 
one  hundred  thousand  dollars.  Quite  a  number  of  its  rooms  were 
finished,  furnished  and  named  by  private  individuals,  and  the  spa- 
cious chapel  was  beautifully  furnished  by  Mr.  Jesse  Meharry,  and 
named  in  honor  of  his  wife  "Meharry  hall." 

In  ISYY  a  department  of  military  science  was  established.  It 
was  organized  and  considerably  advanced  in  drill  through  the 
generous  and  unrecompensed  labors  of  Major  C.  W.  Smith,  of  the 
class  of  '67,  and  Major  M.  Masters,  both  of  Indianapolis,  but  an' 
ofiicer  of  the  regular  army  was  soon  afterward  secured,  and  the 
department  was  maintained  without  interruption  until  the  out- 
break of  the  recent  Spanish  war,  which  called  in  for  the  active 
service  the  officers  and  the  guns.  A  department  of  physical  cul- 
ture has  for  the  present  superseded  it. 

In  18Y9  laboratories  were  first  opened  for  science  work;  prior 
to  this  time,  these  studies  had  been  pursued  from  the  text  book 
with  occasional  experiments  made  by  the  teacher  in  the  presence 
of  his  class;  with  this  new  era,  the  student  was  sent  into  the 
laboratory  to  conduct  his  own  investigations  and  make  his  reports. 


532  EDUCATION  IN  INDIANA. 

The  chemical  laboratory  was  opened  first,  to  be  followed  soon  by 
the  physical,  and  a  little  later  by  the  biological. 

On  February  10,  1879,  the  old  college  building  was  nearly  de- 
stroyed by  fire.  A  little  later  it  was  rebuilt,  enlarged  and  refitted 
— ^not  at  all  a  thing  of  beauty  in  its  present  state,  but  spacious  and 
useful. 

Eighteen  hundred  and  eighty-two  witnessed  two  marked  actions 
of  the  board  of  trustees — the  first  one  the  election  of  Prof.  Alma 
Holman,  A.  M.,  to  the  chair  of  modern  languages,  the  first  lady 
called  to  a  full  professorship  in  the  institution ;  the  second  one  the 
establishment  of  the  department  of  theology,  to  which  Rev.  S.  L. 
Bowman,  S.  T.  D.,  of  Xew  Jersey,  was  called  as  the  head. 

On  May  5,  1884,  there  came  to  a  happy  termination  the  series  of 
negotiations  that  had  been  in  progress  for  nearly  three  years,  and 
that  resulted  in  the  change  from  "Indiana  Asbury  university"  to 
"DePauw  university,"  with  the  beginnings  of  all  that  it  has  meant 
in  the  way  of  strengthening  and  of  enlargement.  For  the  details 
of  these  important  transactions  reference  must  be  made  to  the 
fuller  records  of  the  university.  Suffice  it  here  to  say  that  impor- 
tant financial  interests  were  subserved,  by  which  the  institution  re- 
ceived $60,000  from  Greencastle  and  Putnam  county,  $120,000 
from  the  Indiana  conferences  and  friends  outside  of  Putnam 
county,  and  from  Hon.  W.  C.  DePauw,  the  liberal  bequests,  which, 
notwithstanding  the  vicissitudes  of  subsequent  years,  have  netted 
the  institution  already  about  four  hundred  thousand  dollars  with 
settlements  yet  to  be  made  within  the  near  future  that,  according  to 
most  conservative  estimates,  will  amount  to  about  an  additional  one 
hundred  and  fifty  thousand  doUars. 

Also,  ])ending  these  negotiations,  arrangements  were  completed 
for  several  other  important  enterprises  prominent  among  which 
was  the  building  and  equipment  of  our  excellent  McKim  observ- 
atory entirely  at  the  expense  of  him  whose  name  it  bears.  And 
this  is  in  the  line  of  advancement  which  has  long  been  in  progress. 
From  the  early  beginning  of  the  university  down  to  the  present 
time,  friends  have  come  forwai^  with  generous  gifts  to  meet  the 
pressure  of  special  difficulties  or  to  open  the  way  for  important 
advances  that  could  not  otherwise  be  made.  Indeed  the  institu- 
tion has  never  been  wanting  in  friends  who  have  been  willing  to 
labor,  to  plan,  and  even  to  sacrifice  in  its  behalf.     This  has  been 


EDUCATION  IN  INDIANA.  533 

one  element  of  its  vitality  and  its  strength.  Rooms  and  corridors, 
libraries  and  alcoves  are  eloquent  in  their  tributes,  and  the  names 
and  generosity  of  numbers  of  these  earnest  and  devoted  friends 
and  helpers  are  among  the  most  sacred  of  the  records  of  these 
years. 

With  the  new  possibilities  that  opened  with  the  coming  in  of 
these  larger  amounts  of  money  of  the  past  sixteen  years  the  oppor- 
tunity seemed  at  hand  for  realizing  in  fact  the  name  of  "univer- 
sity," and  several  new  schools  were  projected  and  formally  opened; 
so  that  by  the  year  1886  the  following  schools  were  in  operation, 
and  so  continued  for  several  years : 

The  Asbury  college  of  liberal  arts,  school  of  theology,  school  of 
law,  school  of  military  science,  school  of  music,  school  of  art, 
normal  school,  preparatory  school. 

In  1890  it  was  deemed  wise  to  elect  a  professor  of  pedagogy  into 
the  faculty  of  the  Asbury  college  of  liberal  arts  rather  than  to 
maintain  a  separate  normal  school — not  because  of  any  difficulty 
in  maintaining  the  latter,  but  because  more  in  harmony  with  the 
educational  idea  about  a  university. 

In  1894,  from  lack  of  funds  that  could  appropriately  be  used 
in  developing  the  law  school  into  what  it  really  should  be,  it  was 
thought  best  by  the  board  of  trustees  to  suspend  it  at  least  for  a 
time,  and  in  1899  similar  action,  for  reasons  partly  similar,  was 
taken  in  regard  to  the  school  of  theology,  and  a  professorship  of 
biblical  literature  was  added  in  the  liberal  arts  department. 

In  1896  the  name,  "preparatory  school"  was  changed  to  "acad- 
emy," in  order  that  the  work  done  there  might  be  more  exactly 
designated.     With  these  changes  the  several  schools  continue. 

Incident  to  the  enlargement  of  the  institution  in  these  recent 
years  several  new  buildings  have  been  added.  At  present  the 
buildings  are  as  follows:  East  college,  west  college,  science  hall, 
McKim  observatory,  woman's  hall,  music  hall,  art  hall  and  Flor- 
ence hall — the  last  named  of  which'  is  the  most  recent  one,  and 
was  built  through  the  bounty  of  Mrs.  DePauw  and  Miss  Florence 
DePauw.  An  additional  building  devoted  to  chemistry  and 
physics  is  just  completed;  it  has  cost  about  $60,000,  and  was 
made  possible  by  the  generous  gift  of  the  late  Hon.  D.  W.  Min- 
shall,  of  Terre  Haute.     In  addition  a  handsome  residence  has  re- 


534  EDUCATION  IN  INDIANA. 

cently  been  purchased  and  refitted  for  the  occupancy  of  the  pres- 
ident. 

In  recent  years  the  university  has  passed  out  of  its  period  of 
financial  crisis,  though  the  problem  of  larger  endowments  still 
abides.  The  Eev.  W.  H.  Hickman,  under  the  title  of  chancellor, 
served  the  institution  for  several  years.  He  brought  to  his  task 
unbounded  enthusiasm  and  tireless  energy,  and  has  been  a  large 
factor  in  rescuing  the  university  from  its  embarrassments.  In 
1903  Dr.  Gobin  and  Dr.  Hickman  both  resigned  their  positions, 
the  former  remaining  as  vice-president,  the  latter  accepting  the 
presidency  of  the  Chautauqua  institution.  After  much  canvass- 
ing of  the  situation  the  trustees  and  visitors  centered  the  headship 
of  the  university  in  one  person  and  rearranged  the  work  accord- 
ingly. In  June,  1903,  the  Eev.  Edwin  Holt  Hughes,  S.  T.  D., 
then  pastor  of  the  Centre  Methodist  Episcopal  church.  Maiden, 
Mass.,  was  unanimously  elected  as  president  of  DePauw  univer- 
sity. He  began  his  administration  at  the  opening  of  the  fall 
term  in  1903.  There  is  now  a  remarkable  turning  of  confidence 
and  enthusiasm  toward  the  university  from  all  its  natural  con- 
stituency. The  prophecy  is  everywhere  heard  that  DePauw  uni- 
versity is  entering  upon  an  era  of  unexampled  prosperity  and 
usefulness. 

And  now  this  sketch  has  reached  one  of  the  most  important 
factors  of  university  life  and  university  connection — the  alumni 
and  other  former  students  of  all  these  years  from  the  beginnings 
even  unto  this  present  time ;  these  men  and,  in  mor^  recent  years, 
these  won^en,  too,  whose  lives  have  been  to  so  large  an  extent 
molded  and  directed  under  its  influence.  After  all  this  is  one 
of  the  true  tests  of  the  value  of  an  institution  of  learning — its 
permanent  influence  on  the  lives  and  character  under  its  influence, 
and  under  this  test  there  are  no  words  or  sentences  that  can  ade- 
quately express  what  Asbury  and  DePauw  have  meant  and  are 
still  meaning  in  Indiana  and  more  distant  parts  of  our  own  coun- 
try and  e\en  of  other  lands.  There  is  already  a  graduate  list 
of  near  two  thousand  and  that-still  longer  list  of  those  who  have 
pursued  longer  or  shorter  courses  of  study  under  these  same  influ- 
ences, but  who  for  various  reasons  stopped  short  of  their  com- 
pletion. Among  these  graduates  and  others  whose  lives  have  been 
largely  molded  and  directed  here,  are  many  conspicuous  and  able 


EDUCATION  IN  INDIANA. 


'o6,y 


leaders — divines,  lawyers,  doctors,  auditors  and  editors,  diplomats, 
statesmen  and  men  of  affairs — men  and  women,  whose  lives  enrich 
the  communities  in  which  they  live  and  help  to  establish  and 
maintain  noble  ideals  in  life  and  to  press  toward  them. 

DePauw  university  enters  upon  the  new  century  with  sixty- 
one  years  of  noble  and  honorable  life  back  of  it,  with  a  record 
that  contains  the  accounts  of  some  serious  struggles,  but  all  of 
them  leading  to  ultimate  victories,  with  vigorous  energy  in  its 
present  life  and  firm  in  faith  for  the  coming  years.  It  is  rich 
in  its  traditions  and  in  the  sacrifices  that  have  been  made  for 
it;  rich  in  its  alumni  and  non-graduate  students,  and  its  noble 
and  many  friends  within  its  own  church  and  outside  of  it;  rich 
in  its  students  and  in  the  spirit  within  its  halls  and  walls;  and 
rich  in  the  prospects  toward  which  it  is  moving. 

CLASSIFICATION  OF  GRADUATES  DePAUW  UNIVERSITY. 


EDUCATIONAL  POSITIONS. 

C'ollege  presidents 51 

College  professors,  etc.  .129 
City  and  county 

superintendents 104 

Other  teachers 370 


GENERAL  OCCUPATIONS. 

Teachers 654 

Lawyers 510 

Ministers  and  missionaries. 389 

General  business 163 

Physicians 147 

Editors  and  journalists 102 

Authors 52 

Farmers  52 

Bankers    35 

Manufacturers 22 

Engineers 21 


PUBLIC  OFFICES. 

Governors 2 

Lieutenant-governors  —  2 

Cabinet  officers 2 

Foreign  ministers 5 

Attaches  and  consuls 5 

United  States  senators 

(2  non-graduates) 7 

Congressmen 10 

Other  state  officers 10 

State  senators 21 

Federal  and  state  su- 
preme judges 23 

State  representatives 59 

Army  and  navy 77 


Note.— In  estimating  these  figures  bear  in  mind  (1)  That  some  names  are  on  more 
tlian  one  list.  (2)  That  since  390  of  the  graduates  are  women,  the  public  offices  have  been 
distributed  among  1,741  of  the  graduates.  (3)  That  the  classes  from  1900  on  are  not  yet 
listed. 


Where  can  the  above  record  be  surpassed  ? 


h.    NOTRE  DAME  UNIVERSITY— SOUTH  BEND. 

A  drive  of  twenty  minutes  from  South  Bend,  Ind.,  brings  the 
visitor  to  a  broad  and  beautiful  avenue  of  maples,  which  more 
than  a  mile  in  length,  is  the  entrance  to  E"otre  Dame.  While 
being  carried  between  the  neatly  trimmed  hedges  he  sees  far  up 
that  shady  arcade  the  glittering  dome  of  the  university  and  the 


536  EDUCATION  IN  INDIANA. 

lofty  spire  of  the  church  of  the  Sacred  Heart.  As  he  draws  nearer 
he  passes  on  either  hand  the  quaint  old  postoffice  and  the  keeper's 
lodge.  Iliese  are  the  points  of  the  large  crescent  which  traces 
the  plan  of  the  buildings  of  the  university.  Directly  before  him, 
a  quarter  of  a  mile  away,  is  the  main  building,  on  either  side 
of  which  is  the  church  and  the  conservatory  of  music — Washing- 
ton hall.  Beyond  the  church  is  the  large  resident  hall,  Corby; 
and  beside  Washington  hall  is  the  new  gymnasium.  To  the  vis- 
itor's right  as  he  enters  the  grounds  is  the  institute  of  technology ; 
and  to  his  left  is  the  site  of  Walsh  hall,  the  library  building  soon 
to  be  erected.  Midway  between  the  institute  of  technology  and 
the  conservatory  of  music  is  science  hall;  and  opposite  to  it  is 
the  senior  dwelling  hall,  Sorin.  To  the  rear  of  Walsh  hall  is 
St.  Joseph  dwelling  hall;  and  near  the  institute  of  technology 
is  the  astronomical  observatory. 

A  hundred  other  buildings  surround  this  group  which  occupies 
the  main  campus.  Half  a  mile  to  the  west,  on  the  shore  of  St. 
Mary's  lake,  stands  the  seminary  of  Holy  Cross,  where  all  stu- 
dents aspiring  to  clerical  orders  live  apart.  Nearly  a  mile  to 
the  north,  across  St.  Joseph  lake,  is  the  novitiate  of  the  order. 
Midway  between  them  is  the  community  house,  where  the  brothers 
and  priests  of  the  congregation  of  the  Holy  Cross  live. 

This  is  Notre  Dame  today.  Situated  on  an  eminence  in  the 
midst  of  the  charming  modulations  of  the  valley  of  the  St.  Joseph, 
a  lovely  landscape  stretches  away  before  it  as  far  as  the  eye  can 
see.  To  the  west  are  the  picturesque  windings  of  the  hardy 
stream,  and  beyond  the  broken  horizon.  Northward  lie  the  green 
hills  and  lake-dotted  fields  of  Michigan.  To  the  east  are  the  rich 
farm  lands  and  untouched  woods  of  Indiana.  Two  miles  to  the 
south  in  the  valley  stretching  in  a  beautiful  panorama  lies  the 
third  city  of  the  state — South  Bend. 

What  the  poet  has  well  called  ^^the  sense  of  beauty  inspired 
by  fair  surroundings"  has  had  much  to  do  with  the  success  of 
Notre  Dame  as  an  educational  institution.  She  was  founded  on 
the  shore  of  twin  crystal  lak^e,  that  are  still  embraced  by  their 
native  groves.  The  site  of  Notre  Dame  is  such  as  the  poet  would 
wish  for.  Long  rows  of  maples  line  the  walks.  Evergreens  and 
ornamental  trees  are  planted  in  profusion  through  the  parks  and 
grounds  of  the  university.      The  soft  slopes   and   inviting  lanes 


EDUCATION  IN  INDIANA.  537 

by  the  placid  waters  of  the  crystal  lakes,  the  quadrangle  with 
its  sparkling  fountain  and  flowers  of  radiant  hues,  the  beautiful 
avenue  of  approach — all  these  were  planned  with  an  eye  to  beauty, 
and  can  not  fail  to  appeal  to  all.  Few  who  have  never  visited 
ISTotre  Dame  can  realize  the  symmetry  and  the  grandeur  of  its 
architectural  structures  or  the  charm  and  beauty  of  its  environs. 

Here  long  ago  came  the  missionaries  with  the  light  of  the 
truth  to  the  Indians.  Long  ago  this  place  was  hallowed  by  the 
voice  of  prayer  and  the  deeds  of  saintly  men.  Through  here 
more  than  two  centuries  ago  crossed  Marquette  on  his  last  voyage, 
just  before  his  death.  I^earby,  La  Salle  wandered  about  lost  in 
the  woods  during  that  night  which  Parkman  mentions.  Here 
likewise  came  the  noted  missionaries  Frs.  Allouez,  De  Seille,  and 
Petit.  On  the  shore  of  St.  Mary's  lake  the  proto-priest  of  the 
L^nited,  Father  Badin,  built  his  log  chapel  on  the  land  he  had 
purchased  from  the  government.  But  they  had  all  come  in  suc- 
cession and  passed  away,  though  still  the  faithful  red  man  repeated 
the  prayers  that  the  ''black  robes"  had  taught  his  grandfathers. 

Such  was  the  condition  of  the  Indian  mission  of  St.  Mary's 
of  the  Lakes  when  Fr.  Sorin  laid  the  foundation  of  Notre  Dame 
in  1842.  With  him  came  six  brothers  of  the  Holy  Cross  from 
France.  They  were  young,  and  they  spoke  a  strange  tongue; 
they  were  poor,  but  the  inspiration  for  their  work  filled  their 
whole  being.  They  had  devoted  their  lives  to  God  and  the  cause 
of  Christian  education.  They  sought  the  patronage  of  His  blessed 
mother;  and  today  in  all  this  broad  land  is  no  greater  monu- 
ment reared  as  a  tribute  to  the  queen  of  heaven  than  the  insti- 
tution of  Notre  Dame. 

In  1844  the  college  was  opened.  The  first  student  was  the 
boy  who  two  years  before  had  led  Fr.  Sorin  through  the  woods 
to  the  shore  of  the  lakes.  He  became  the  famous  wagon  maker 
of  South  Bend — Alexis  Coquillard.  The  first  graduate  of  the 
institution  was  Neil  Gillespie,  afterward  the  well-known  Fr.  Gil- 
lespie, first  cousin  of  the  Hon.  James  G.  Blaine. 

Three  college  buildings  have  occupied  the  present  site.  The 
original  was  soon  found  to  be  too  small  and  was  replaced  by  a 
larger  one.  In  '79  the  entire  community  was  destroyed  by  fire, 
the  church  alone  remaining.  Yet  through  the  years  Notre  Dame 
has  prospered,  and  now  as  one  looks  back  over  her  history  he 


538  EDUCATION  IN  INDIANA. 

wonders  at  the  strangeness,  completeness  and  rapidity  of  the 
change  from  the  log  chapel  in  the  wilderness,  with  its  single 
priest  and  half  dozen  brothers,  to  the  massive  pile  of  architecture 
which  is  known  as  the  leading  Catholic  college  of  the  west. 

In  '44  the  general  assembly  of  Indiana  had  chartered  the 
institution  under  the  name  of  the  university  of  IN^otre  Dame  du 
Lac.  To  the  founders  and  their  perpetual  succession  was  con- 
ferred the  full  power  and  authority  to  grant  such  degrees  and 
diplomas  in  liberal  arts  and  sciences,  in  law  and  medicine  as 
are  usually  conferred  by  the  other  universities  of  America.  Ac- 
cordingly today  the  thousand  students  of  l^otre  Dame,  under 
the  direction  of  seventy-five  instructors  and  professors,  are  pur- 
suing courses  in  (1)  school  of  arts  and  letters,  (2)  school  of 
science,  (3)  school  of  engineering,  (4)  school  of  law,  (5)  school 
of  pharmacy.  In  the  school  of  arts  and  letters  there  are  three 
four-year  courses  leading  to  three  degrees.  The  purely  clas- 
sical, which  includes  eight  years  of  Greek  and  Latin,  and  the 
modern  languages,  leading  to  the  degree  of  A.  B.  The  English 
course,  which  differs  from  the  classical  principally  in  the  sub- 
stitution of  English  and  American  history  for  the  Greek,  leads 
to  the  degree  Litt.  B.  The  course  in  history  and  economics  leads 
to  Ph.  B.  Closely  allied  to  these  courses  is  the  course  in  jour- 
nalism. 

In  the  school  of  science  two  courses  are  given — one  in  general 
scientific  training  granting  the  degree  of  B.  S.,  the  other  special- 
izing in  biology  and  gaining  the  same  degree.  In  the  school 
of  engineering  there  are  three  four-year  courses.  The  first  leads 
to  the  degree  of  civil  engineer,  the  second  to  that  of  mechanical 
engineer,  the  third  to  that  of  electrical  engineer.  In  connection 
with  the  department  of  electrical  engineering  a  short  course  in 
practical  electricity  has  recently  been  instituted. 

In  the  law  school  there  is  a  three-years  course  leading  to  the 
degree  of  LL.  B.  Eor  an  additional  year  of  post-graduate  work 
in  law  the  degree  of  LL.  M.  is  granted.  In  the  school  of  phar- 
macy there  are  two  courses— ^one  of  three  years,  leading  to  the 
degree  of  pharmaceutical  chemist  (Ph.  C),  and  the  other  a 
course  of  two  years,  gaining  graduate  of  pharmacy  (Ph.  G.). 
There  is  also  a  four  years  course  in  music  and  architecture. 


EDUCATION  IN  INDIANA.  539 

The  Very  Rev.  Andrew  Morrissey  is  president  of  the  insti- 
tution, which  distinguished  position  he  has  held  with  honor  since 
1893.  He  is  truly  a  son  of  Notre  Dame.  As  a  boy  of  twelve 
years  he  came  to  the  institution  already  well  advanced  in  his 
preparatory  studies ;  during  the  years  he  was  a  student  he  became 
thoroughly  imbued  with  the  spirit  of  the  place.  He  distinguished 
himself  for  his  ability  in  mastering  the  classics  and  as  a  math- 
ematician. He  has  held  many  prominent  places  in  the  faculty. 
To  the  fulfillment  of  his  office  he  brings  the  resources  of  a  mind 
well  trained  in  all  the  requirements  of  his  high  position.  Fr. 
Morrissey  is  widely  known  as  an  orator  and  as  an  educator. 

Col.  William  Hoynes,  dean  of  the  law  school,  has  a  wide  ac- 
quaintance in  the  middle  west  in  the  legal  profession.  He  was 
a  very  successful  lawyer  in  Chicago  before  being  called  to  fill 
his  present  position  at  the  head  of  the  law  department  in  1883. 
He  is  a  thorough  organizer  and  a  man  possessing  a  most  com- 
prehensive knowledge  of  law. 

Professor  John  G.  Ewing,  of  the  department  of  history  and 
economics,  is  one  of  the  ablest  Catholic  historians  in  America. 
He  is  widely  known  as  a  public  speaker,  principally  in  connec- 
tion with  the  Knights  of  Columbus,  of  which  organization  he 
is  a  state  deputy. 

The  main  building  of  the  university  is  -of  neogothic  ar<?hitec- 
ture.  Its  dimensions  are  320  by  155  feet.  It  is  five  stories 
high,  and  is  built  with  two  wings,  and  surmounted  by  a  mag- 
nificent dome  gilded  with  gold  leaf.  This  dome  itself  is  crowned 
with  an  heroic  statue  of  the  blessed  virgin — the  statue  of  Notre 
Dame.  This  beautiful  figure  is  more  than  two  hundred  feet 
above  the  ground;  and  with  its  electric  crown  and  crescent  at 
night,  and  by  day  the  rays  of  the  sun  reflected  from  the  sheen 
of  gold  beneath,  it  shines  forth  an  inspiring  sight  to  all  for 
miles  around.  On  passing  through  the  main  entrance  the  visitor 
is  attracted  by  the  beautiful  mural  paintings,  which  illustrate 
in  eight  panels  the  life  story  of  Columbus.  They  are  the  work 
of  the  famous  Italian,  Luigi  Gregori,  who  spent  eighteen  years 
at  Notre  Dame.  In  the  center  of  the  main  building  is  an  open 
rotunda.  In  the  floor  at  one's  feet  is  worked  the  seal  of  the 
universitv ;   two  hundred  feet   above  his   head    in   the   concavitv 


540  EDUCATION  IN  INDIANA. 

of  tlie  dome  are  seen  the  allegorical  figures  exquisitely  wrought 
by  Gregori — religion,  philosophy,  poetry,  science,  law. 

On  the  second  floor  is  the  memorial  hall  of  bishops,  a  unique 
and  complete  collection  of  the  likenesses  of  all  the  prelates  who 
have  ruled  over  American  diocese.  Marble  busts,  fine  old  en- 
gravings and  rich  oil  paintings  line  the  walls.  Here  also  are 
many  old  manuscripts  and  autograph  letters.  From  the  earliest 
Spanish  mission  to  the  present  day  the  reliques  of  breivary, 
missal,  and  cross  tell  the  story  of  the  progress  of  the  faith.  In 
the  words  of  the  noted  writer  eTohn  Gihnary  Shea,  ^^in  this  collec- 
tion is  more  material  for  a  real  history  of  the  church  in  America 
than  elsewhere  is  ever  dreamed  of."  It  is  the  first  attempt  in 
any  land  to  represent  and  illustrate  a  nation's  whole  episcopacy 
in  such  a  monument.  On  the  third  floor  is  the  library  of  55,000 
volume?,  composed  of  classical  and  modern  works  and  books  of 
reference.  Perhaps  no  library  in  the  country  has  a  more  extensive 
collection  of  Latin  works,  of  the  old  Roman  writers  and  the 
fathers  of  the  church.  With  them  are  thousands  of  Greek,  Span- 
ish, French  and  German  works.  The  rest  of  the  main  building 
is  taken  up  with  the  executive  ofiices,  the  oflices  of  the  members 
of  the  faculty  and  recitation  rooms.  The  wings  are  the  study 
halls  and  the  dormitories  of  Brownson  and  Carrol  halls. 

To  the  east  of  the  main  building  is  the  conservatory  of  music 
and  Washington  hall — the  assembly  hall  and  place  of  amusement 
of  Notre  Dame — with  its  commodious  and  perfectly  appointed 
stage,  and  a  seating  capacity  of  1,200.  Here  all  the  debates 
and  oratorical  contests  are  held,  as  well  as  the  five  plays  that 
are  presented  during  the  year  by  the  students,  and  the  lecture 
and  concert  course  v/hich  brings  about  twenty-five  attractions, 
comprising  the  prominent  lecturers  and  leading  concert  and  oper- 
atic companies. 

I^ear  Washington  hall  is  the  new  gymnasium,  one  of  the  finest 
in  the  west.  Its  dimensions  are  230  by  100  feet,  affording  ample 
room  for  indoor  base  ball  and  track  meets,  as  well  as  an  excellent 
floor  for  dancing  in  the  par  If.  reserved  for  gymnastics.  Beside 
the  gymnasium  is  Cartier  field,  one  of  the  largest  and  best  ath- 
letic fields  in  the  state,  comprising  gridiron,  base  ball  diamond, 
a  220-yards  straightaway,  and  a  (|uarter-mile  cinder  track. 


EDUCATION  IN  INDIANA.  541 

The  equipment  of  science  liall  is  most  perfect  for  physical, 
chemical  and  biologicalr  courses.  The  institute  of  technology 
and  the  nearby  astronomical  observatory  furnish  ample  appa- 
ratus and  laboratory  facilities  for  the  pharmacy  and  engineering 
students.  Opposite  science  hall  is  Sorin,  the  large  residence  hall, 
affording  private  rooms  to  more  than  a  hundred  upper  classmen. 
The  first  floor  of  Sorin  hall  is  occupied  by  the  law  lecture  rooms 
and  library.  N^earby  stands  Corby,  another  residence  hall,  with 
private  rooms  for  nearly  two  hundred  students. 

But  perhaps  the  most  interesting  structure  at  i^otre  Dame 
is  the  church  of  the  Sacred  Heart,  which  was  more  than  twenty 
years  in  building  and  which  on  its  completion  was  pronounced 
one  of  the  most  magnificent  Catholic  edifices  in  America.  Its 
gothic  spire  rises  almost  three  hundred  feet  in  the  air;  in  the 
tower  are  hung  the  sweet  chimes  of  twenty-three  bells  that  every 
hour  sound  the  soft  strains  of  ''Ave  Maris  Stella."  Just  below 
them  swings  the  greatest  bell  but  one  in  America.  Its  loud,  though 
sweet  tones,  can  be  heard  for  twenty-five  miles;  within  this  bell 
fifteen  men  can  stand  erect.  The  united  strength  of  twelve  is 
required  to  ring  it. 

But  the  church  itself  is  fairest  of  all  to  see ;  with  its  exquisite 
frescoes,  its  stately  arches,  its  wonderful  windows,  its  twelve  al- 
tars, wherein  rest  the  relics  of  the  saints.  Few  know  that  in 
all  the  world  there  is  but  one  altar  more  privileged  than  the 
one  at  l^otre  Dame,  which  for  three  centuries  stood  in  Rome 
and  which  has  all  the  indulgences  attached  to  the  portuncula 
of  Saint  Francis.  Here  are  venerated  a  section  of  the  garment 
worn  by  Jesus,  a  piece  of  the  veil  and  girdle  worn  by  His  sainted 
mother,  a  part  of  the  true  cross,  which  on  each  Good  Friday  is 
elevated  in  benediction.  Above  that  altar  is  a  statue  of  the  blessed 
virgin  adorned  with  a  costly  crown  of  beaten  gold,  the  gift  of 
the  Empress  Eugenie.  There,  too,  is  the  massive  ostensorium 
of  purest  metal  donated  by  Napoleon  III. 

Behind  the  church  is  a  grotto,  where  three  pilgrimages  are 
made  each  year  by  the  pious  people  of  the  neighborhood. 

And  this  is  !N'otre  Dame,  and  under  these  influences  have  thou- 
sands of  our  young  men  come  to  manhood's  estate,  and  were 
made  fit  to  enter  the  battle  of  life.      They  have  builded   upon 


542  EDUCATION  IN  INDIANA. 

the  rock  foundation.  Notre  Dame  is  thoroughly  and  uncompro- 
misingly Catholic.  Yet  hundreds  of  her  students  have  been  non- 
Catholic,  and  today  many  of  those  most  prominent  in  student 
activities  are  Protestant.  She  is  truly  Catholic,  and  all  seeking 
for  know^ledge  are  welcome,  be  they  Jew  or  Gentile. 

Today  the  community  more  resembles  a  town  than  a  college 
campus.  For  fifty  years,  through  the  personal  influence  of  Henry 
Clay,  N^otre  Dame  has  had  a  postoffice;  and  today  our  postmaster 
and  his  assistants  handle  a  business  that  is  exceeded  by  only  five 
offices  in  the  state.  It  has  its  own  electric  light,  gas  and  steam 
heating  plants;  bakeries,  shops  and  general  stores,  from  barber 
shop  to  telegraph  office.  Very  few  colleges  have  their  own  print- 
ing offices.  At  Notre  Dame  the  weekly  college  paper,  the  Scho- 
lastic, has  been  published  for  twenty-seven  years  by  the  students ; 
and  the  monthly  magazine,  the  Ave  Maria,  has  attracted  a  world- 
wide reputation  in  Catholic  circles  by  its  literary  excellence. 

To  an  outsider  the  social  life  at  Notre  Dame  is  perhaps  most 
misunderstood.  This  is  a  boarding  school  for  boys;  two  miles 
from  South  Bend;  and  from  September  till  June  there  is  not  a 
regular  need  of  any  of  the  thousand  students  that  can  not  be 
supplied  by  the  stores  and  offices  within  the  community.  Phy- 
sicians and  specialists  are  in  daily  attendance.  Ample  attrac- 
tions are  furnished  in  Washington  hall.  The  great  intercollegiate 
athletic  contests  take  place  on  Cartier  field. 

The  preparatory  students  and  the  freshmen  live  under  the 
dormitory  and  study  hall  system;  but  the  three  upper  classes 
all  have  private  rooms  in  Brownson,  Corby  and  Sorin  halls. 
Though  there  are  no  chapters  of  the  national  college  fraternities 
at  Notre  Dame,  yet  there  are  students  from  almost  every  state 
in  the  union  who  have  organized  state  clubs.  The  capitol  key- 
stone club  has  sixty  members.  The  empire  state  organization 
has  fifty-five;  the  Indiana  club  forty.  The  men  from  Central 
and  South  America  have  a  flourishing  organization  of  thirty-five 
members.  Four  literary  and  debating  societies  are  strongly  or- 
ganized and  actively  carried  *©n.  There  is  a  junior  musical  and 
dramatic  society,  a  universit}^  band  and  a  university  orchestra, 
and  the  glee  and  mandolin  club;  a  boat  club  holding  annual 
regattas  and  races;  a  thriving  tennis  club;  scores  of  basketball 
teams,  and  a  most  promising  handball  organization.     A  football 


EDUCATION  IN  INDIANA.  543 

team  that  has  the  proud  record  of  being  the  only  team  in  the 
west  that  has  never  been  scored  on;  a  baseball  team  that  is  one 
of  the  best  in  the  country;  a  track  squad  that  bids  fair  to  win 
the  championship  honors  of  the  state  this  spring. 

Class  and  hall  smokers  are  almost  weekly  events.  ^'Stag  dances" 
are  very  frequent.  South  Bend's  society  is  always  represented 
at  intercollegiate  and  oratorical  contests,  the  student  plays  and 
entertainments,  and  at  the  football  and  baseball  games.  But  the 
biggest  society  event  of  the  scholastic  year  is  the  senior  prom., 
which  is  held  in  the  gymnasium  on  Easter  Monday  night.  The 
affair  is  very  elaborate  and  formal,  and  the  most  exclusive  event 
of  the  students.  Commencement  week  is  a  continuous  round 
of  festivities. 

Such  is  ^otre  Dame  with  its  natural  attractiveness,  its  sylvan 
retreats,  its  stately  buildings,  its  pleasant  grounds,  its  thorough 
and  varied  courses,  its  many  and  competent  instructors,  its  ever 
increasing  number  of  students.  True,  she  had  become  one  of 
the  fairest  of  all  those  beautiful  gardens  planted  by  our  fathers 
in  the  western  wilderness;  she  had  come  to  take  her  rank  at 
the  head  of  the  Catholic  universities  of  our  country. 

c.  '  BUTLER  UNIVERSITY— IRVINGTON. 

E'orthwestern  Christian  (later  Butler)  university  was  incorpo- 
rated by  act  of  the  legislature  of  Indiana,  January  15,  1850. 

The  object  and  purposes  contemplated  by  this  act  of  incorpo- 
ration are  declared  to  be  to  establish,  found  and  build  up,  main- 
tain, sustain  and  perpetuate,  through  the  instrumentality  of  said 
company,  at,  or  in  the  vicinity  of  Indianapolis,  in  the  state  of 
Indiana,  an  institution  of  learning  of  the  highest  class,  for  the 
education  of  the  youth  of  all  parts  of  the  United  States  and 
especially  the  states  of  the  northwest;  to  establish  in  such  insti- 
tution departments  or  colleges  for  instructing  students  in  every 
branch  of  liberal  and  professional  education;  to  educate  and  pre- 
pare suitable  teachers  for  the  common  schools  of  the  country; 
to  teach  and  inculcate  the  Christian  faith  and  Christian  morality 
as  taught  in  the  sacred  scriptures,  discarding  as  uninspired  and 
without  authority  all  writings,  formulas,  creeds  and  articles  of 
faith  subsequent  thereto;  and  for  the  promotion  of  the  sciences 
and  arts. 


5M  EDUCATION  IN  INDIANA. 

The  affairs  and  business  of  tlie  institution  by  provision  of  the 
charter  are  placed  under  the  control  and  management  of  a  board 
of  twenty-one  directors,  elected  by  the  stockholders  every  third 
year.  At  the  election  of  directors,  and  on  all  other  occasions 
where  a  vote  of  the  stockholders  is  taken  each  stockholder  is  al- 
lowed one  vote  for  each  share  owned  by  him. 

The  directors,  chosen  as  above  stated,  choose  one  of  their  own 
body  as  president,  and  may  choose  either  from  their  own  members 
or  other  stockholders  a  treasurer,  secretary  and  such  other  servants 
and  agents  of  the  board  as  to  them  seem  necessary  and  proper. 

The  board  elected  for  the  current  term  (July  '03- July  '06)  is 
as  follows :  Addison  F.  Armstrong,  Alembert  W.  Brayton,  Urban 
C.  Brewer,  Hilton  II.  Brown,  Howard  Cale,  Fred  C.  Gardner, 
Frank  F.  Hummel,  Winifred  E.  Garrison,  Joseph  I.  Irwin,  Pat- 
rick H.  Jameson,  F.  Rollin  Kautz,  Thomas  H.  Kuhn,  W.  Scott 
Moffett,  Charles  W.  Moores,  Louis  J.  Morgan,  William  Mullen- 
dore,  Marshall  T.  Reeves,  Allan  B.  Philputt,  Albion  W.  Small, 
Charles  F.  Smith,  John  Thompson. 

Officers  of  the  board:  Hilton  U.  Brown,  president;  Chauncy 
Butler,  secretary;  Fred  C.  Gardner,  treasurer. 

Change  of  E'ame  of  Institution. — The  following  resolution  was 
adopted  by  the  board  of  directors,  February  22,  1877: 

Resolved,  That  under  and  by  virtue  of  an  act  of  the  general  assembly 
of  the  state  of  Indiana,  entitled  "an  act  to  authorize  a  change  of  name  of 
certain  educational  institutions  organized  under  any  special  charter  in  this 
state,  and  declaring  an  emergency,"  approved  March  9,  1875,  and  pub- 
lished in  the  acts  of  the  general  assembly  of  said  state  for  the  regular 
session  thereof,  page  166,  the  corporate  name  of  this  corporation  be,  and 
the  same  is  hereby  changed  from  "The  Northwestern  Christian  univer- 
sity" to  be  from  and  after  this  date  "Butler  university;"  and  that  by  such 
name  and  style  of  "Butler  university"  it  shall  continue  to  hold  and  possess 
any  and  all  rights,  honors,  franchises,  immunities,  exemptions,  estates, 
and  interests,  real,  personal,  and  mixed,  of  any  and  all  kinds  held  and 
possessed  in  any  manner  by  this  corporation  under  its  name  of  the  North- 
western Christian  university. 

During  recent  years  the  f-q,culty  has  consisted  of  about  twenty 
members,  representing  the  following  departments  of  instruction : 
(1)  Latin  language  and  literature,  (2)  Greek  language  and' lit- 
erature, (3)  Germanic  languages,  (4)  biology  and  geology,  (5) 
sociology  and  economics,   (6)   chemistry  and  physics,   (7)   homi- 


EDUCATION  IN  INDIANA.  545 

letics  and  pastoral  theology,  (8)  English  literature,  (9)  history, 
(10)  philosophy  and  education,  (11)  romance  languages,  (12) 
mathematics,   (13)  physical  culture. 

The  average  annual  enrollment  of  students  during  the  past 
five  years  has  been  something  over  three  hundred. 

The  institution  is  supported  for  the  most  part  on  proceeds  of 
endowment  fund,  which  is  invested  in  real  estate  mortgages. 
About  $5,000  per  year  also  is  derived  from  tuition  fees  of  stu- 
dents. 


d.    TAYLOR  UNIVERSITY— FORT  WAYNE. 

Taylor  university  was  founded  at  Ft.  Wayne  in  1846  and 
was  known  as  the  Ft.  Wayne  female  college.  In  1852  it  became 
a  coeducational  school.  In  1890  it  assumed  its  present  name. 
In  1892,  July  31,  it  was  rechartered  and  began  operations  at 
Upland,  Indiana.  Its  charter  states  that  it  shall  be  "maintained 
forever  on  the  plan  most  suitable  for  the  youths  of  every  class 
of  citizens  and  of  every  religious  denomination,  who  shall  be 
admitted  freely  without  discrimination  to  equal  advantages  and 
privileges  of  education  and  to  all  the  literary  honors  in  all  de- 
partments of  said  university  according  to  their  merits  under 
the  rules  and  regulations  of  the  board  of  trustees."  It  is  con- 
trolled by  a  board  of  trustees  consisting  of  twenty-one  persons, 
who  are  elected  by  the  national  local  preachers  association  of 
the  Methodist  Episcopal  church.  They  are  chosen  annually  in 
three  classes,  and  hold  office  three  years.  It  has  thirteen  mem- 
bers in  its  faculty  and  has  six  other  instructors.  Its  present  en- 
rollment is  196.  Its  equipment  is  a  campus  of  ten  acres,  on 
which  stands  the  main  building,  called  the  H.  Marie  Wright 
hall,  an  elegant  three-story  building  of  brick  with  additional 
story  in  mansard  roof  with  towers.  This  building  contains  chapel, 
recitation  rooms,  society  room,  reading  room,  library  and  chem- 
ical laboratory.  It  has  a  good  library,  the  gift  of  Geo.  W.  Mooney, 
D.  D.,  of  ]^ew  York  city.  On  the  campus  south  of  the  literary 
hall  is  an  observatory,  containing  a  ten  and  one-fourth-inch  re- 
flector telescope,  made  by  Lohmann  Brothers,  Greenville,  Ohio. 
It  is  one  of  the  few  large  instruments  in  the  state,  and  perhaps 
the  largest  of  its  kind.     On  the  campus  north  of  the  literary 

35— Education. 


546  EDUCATION  IN  INDIANA. 

hall  is  a  new  Sickler  dormitory  for  men,  a  fine  brick  building. 
E'orth  of  the  campus  the  university  owns  a  boarding  hall,  three 
frame  dormitories  and  eleven  cottages,  all  occupied  by  students. 
It  also  has  an  industrial  printing  and  manufacturing  plant,  on 
a  somewhat  small  but  growing  scale.  The  institution  has  no 
invested  funds  from  which  to  draw  its  support;  but  is  dependent 
upon  its  income  from  tuition,  whatever  it  may  be  able  to  make 
in  the  boarding  hall  and  from  room  rent,  and  then  upon  the 
gifts  of  the  friends  of  Christian  education  throughout  the  land. 
It  is  hoping  for  larger  gifts  which  will  enable  it  to  erect  needed 
buildings  and  create  an  invested  fund  for  the  payment  of  current 
expenses.  Taylor  university  has  seven  departments — the  college 
of  liberal  arts,  with  four  full  four-year  courses  of  study ;  the  acad- 
emy, which  prepares  for  the  college ;  the  school  of  theology,  school 
of  music,  school  of  oratory,  normal  school  and  the  business  de- 
partment. The  work  of  Taylor  university  is  somewhat  unique. 
It  maintains  the  highest  standard  of  intellectual  culture,  and  is 
not  afraid  to  be  compared  with  any  other  similar  institution  in 
this  respect.  It  magnifies  the  moral  and  religious  side  of  edu- 
'cation.  Most  of  its  students  are  earnest  Christians  and  are 
aiming  at  the  highest  things  in  spiritual  culture.  From  the  start 
Taylor  university  has  stood  out  against  intercollegiate  athletics, 
while  it  tolerates  and  favors  reasonable  athletics  and  gymnastic 
exercises  in  the  university.  Football  it  outlaws,  regarding  it 
as  a  relic  of  barbaric  brutality.  It  has  no  doubt  that  all  other 
educational  institutions  will  ere  long  assume  the  same  attitude. 
In  another  respect  Taylor  university  stands  somewhat  by  itself — 
its  rates  are  very  low. 

e.    HANOVER  COLLEGE— HANOVER. 

In  response  to  a  request  made  by  the  presbytery  of  Salem, 
which  then  embraced  a  large  part  of  Indiana  and  Illinois,  Rev. 
John  Finley  Crowe  opened  the  Hanover  academy,  January  1st, 
1827,  in  a  log  cabin,  near  where  the  Presbyterian  church  of  Han- 
over now  stands.  On  the  30th  of  December,  1828,  the  legislature 
of  Indiana  passed  an  act  incorporating  Hanover  academy.  In 
1829  this  academy  was  adopted  by  the  synod  of  Indiana  as  a 
synodical  school. 


EDUCATION  IN  INDIANA,  54Y 

One  of  the  conditions  on  whicli  tlie  synod  adopted  tlie  academy 
was  that  a  theological  department  should  be  opened  in  connection 
with  it.  This  condition  was  promptly  met,  and  this  theological 
department  was  continued  until  1840,  when  it  was  removed  to 
N'ew  Albany  as  a  separate  institution.  Thence,  still  later,  it 
was  again  removed  to  Chicago,  where  it  was  first  known  as  the 
Presbyterian  theological  seminary  of  the  northwest.  More  re- 
cently it  has  taken  the  name  of  the  McCormick  theological  sem- 
inary. 

In  1833,  by  an  act  of  the  legislature,  the  institution  at  Hanover 
was  incorporated  as  Hanover  college.  A  brief  period  of  great 
prosperity,  especially  as  to  the  attendance  of  students,  followed 
under  what  was  then  known  as  the  manual  labor  system;  but 
here,  as  elsewhere,  the  experiment  ended  in  debt  and  allied  trou- 
bles. In  183 Y,  while  the  college  was  struggling  with  these  diffi- 
culties, a  tornado  destroyed  the  principal  building;  but  by  the 
heroic  efforts  of  friends  it  emerged  out  of  these  adversities,  though 
in  an  enfeebled  condition  for  some  years. 

In  1843  the  board  of  trustees  undertook  to  surrender  the  char- 
ter to  the  legislature,  in  return  for  the  charter  of  a  university 
at  Madison;  but  this  was  earnestly  resisted  by  others,  and  the 
struggle  ended  in  the  restoration  of  the  college  at  Hanover  under 
a  new  and  very  liberal  charter.  This,  as  also  the  present  charter, 
makes  it  impossible  to  alienate  the  college  from  the  control  of 
the  synod  of  Indiana  of  the  Presbyterian  church;  while  it  pro- 
vides a  way  in  which  the  synod  is  free  to  leave  the  ordinary  man- 
agement of  the  college  to  a  board  that  is  partly  chosen  without 
the  synod's  immediate  action.  For  instance,  at  present,  the  synod 
annually  fills  only  two  of  the  vacancies  by  a  direct  election.  The 
rest  of  the  board  are  left  to  be  chosen  by  the  board,  one  of  them 
each  year  being  a  nominee  of  the  alumni  association. 

The  officers  of  the  board  consist  of  a  president,  vice-president, 
secretary,  auditor  and  treasurer,  chosen  annually  in  the  meeting 
of  the  board. 

According  to  the  most  recent  catalogue  the  faculty  and  teaching 
force  numbers  thirteen.  The  total  number  of  graduates  is  now 
almost  nine  hundred.  It  is  estimated  that  as  many  as  four  thou- 
sand students  have  been  in  attendance  at  Hanover  during  the 
period  of  its  existence.     At  present  the  average  yearly  attendance 


548  EDUCATION  IN  INDIANA. 

is  about  one  hundred  and  fifty.  It  is  expected  that  better  rail- 
road facilities,  which  now  seem  assured,  will  increase  the  attend- 
ance.    A  summer  school  also  is  to  be  opened  this  year. 

The  college  is  very  well  equipped  with  buildings.  Altogether 
there  are  now  twelve.  The  principal  are  classic  hall,  science  hall 
and  the  new  Thomas  A.  Hendricks  library.  These  are  worthy 
of  a  place  on  any  campus. 

The  college  is  supported  mainly  from  endowment.  For  many 
years  it  has  charged  no  tuition  proper,  and  has  limited  itself 
to  very  small  fees  for  contingent,  library  and  gymnasium  pur- 
poses. It  is  estimated  that  the  buildings  and  endowments  to- 
gether in  value  aggregate  not  less  than  $400,000. 

f.    WABASH  COLLEGE— CRAWFORD^ILLE. 

Wabash  college  was  founded  at  Crawfordsville,  Indiana,  ]^o- 
vember  22,  1832,  by  Eev.  James  Thomson,  Eev.  John  Thomson, 
Eev.  James  A.  Carnehan,  Eev.  Edmund  O.  Hovey,  Eev.  John 
M.  Ellis,  Messrs.  John  Gilliland,  Hezekiah  Eobins  and  John 
McConnel.  The  site  was  donated  by  Williamson  Dunn,  of  Craw- 
fordsville, Indiana. 

A  substantial  frame  building  fifty  feet  square,  two  stories  in 
height,  containing  eight  rooms,  was  completed  December,  1833, 
and  the  first  school  was  begun  under  the  direction  of  Eev.  Caleb 
Mills. 

September,  1834,  the  faculty  included  Eev.  Elihu  W.  Baldwin, 
president  (elect)  ;  Caleb  Mills,  professor  of  ancient  and  modern 
languages ;  John  S.  Thomson,  professor  of  mathematics  and  nat- 
ural philosophy ;  Edmund  O.  Hovey,  professor  of  natural  science. 
In  1835  the  site  of  the  college  was  removed  from  the  romantic 
blufi^s  of  Sugar  creek  to  its  present  location  in  the  center  of 
Crawfordsville.     The  campus  contains  thirty-two  acres. 

South  hall,  a  four-story  brick  building,  50  by  100  feet,  was 
begun  in  1835  and  was  burned  September  23,  1838.  It  was 
rebuilt  in  1839. 

President  Baldwin  was  inaugurated  July  13,  1836,  and  died 
October  15,  1840.  Succeeding  presidents  of  the  college  have 
been  the  following: 

Eev.  Charles  White,  D.  D.,  1842-1861. 


EDUCATION  IN  INDIANA.  549 

Eev.  Joseph  F.  Tuttle,  D.  D.,  1862-1892. 

Rev.  Geo.  S.  Burrows,  D.  D.,  1892-1899. 

Eev.  William  P.  Kane,  D.  D.,  1899- 

Tlie  purpose  of  the  founders  of  Wabash  college  was  to  create 
an  institution  for  higher  education,  which  should  be  Christian 
in  spirit  and  jet  not  under  denominational  direction. 

It  w^as  also  to  be  independent  of  state  assistance  or  control. 
It  has  achieved  its  present  success  entirely  through  the  generous 
efforts  of  private  citizens. 

By  the  provision  of  the  charter,  granted  by  the  legislature  of 
Indiana,  January  15,  1834,  and  subsequent  amendments,  the 
affairs  of  the  college  are  managed  by  a  board  of  trustees  which 
has  perpetual  succession.  The  board  is  divided  into  four  classes 
and  each  class  serves  four  years,  one  class  being  chosen  each 
year.  One  member  of  each  class  is  elected  each  year  by  the 
alumni  and  the  others  by  the  board  itself.  The.  present  (1904) 
officers  and  members  of  the  board  of  trustees  and  the  date  of 
their  first  election  are  as  follows: 

Rev.  Wm.  P.  Kane,  D.  D.,  president,  1892. 

Prof.  John  L.  Campbell,  secretary,  1855. 

Hon.  Theodore  H.  Ristine,  treasurer,  1891. 

Hon.  D.  P.  Baldwin,  LL.  D.,  18Y8. 

Hon.  Thos.  R.  Paxton,  LL.  B.,  1883. 

Hon.   Theodore  H.  Ristine,  M.  A.,   1883. 

Hon.  Albert  D.  Thomas,  M.  A.,  1833. 

Mr.   James  L.   Orr,  M.  A.,   1885. 

Hon.  Robert  S.  Taylor,  M.  A.,  187Y. 

Rev.  Matthias  L.  Haines,  D.  D.,  1890. 

Rev.  William  P.  Kane,  D.  D.,  1890. 

Mr.  Orpheus  M.  Gregg,  M.  A.,  1892. 

Hon.  Charles  B.  Landis,  M.  A.,  1893. 

Mr.  Edward  Daniels,  M.  A.,  1895. 

Rev.  Geo.  L.  Mackintosh,  D.  D.,  1897. 

Mr.  Benjamin  Crane,  M.  A.,  1898. 

Hon.  S.  Carey  Stimson,  M.  A.,  1900. 

Mr.  Harry  J.  Milligan,  M.  A.,  1902. 

Mr.  George  W.  Hall,  M.  A.,  M.  D.,  1903. 

Mr.  Finley  P.  Mount,  M.  A.,  1903. 


550  EDUCATION  IN  INDIANA. 

The  college  buildings  were  erected  in  the  following  years: 
South  hall,  1838;  center  hall,  1855;  Peck  scientific  hall,  1878; 
steam  heating  plant,  1878 ;  Yandes  library  hall,  1891 ;  south  hall 
(remodeled),  1899. 

The  college  library  contains  forty  thousand  volumes.  The  mu- 
seum contains  many  thousands  of  specimens  for  the  study  of 
mineralogy,  paleontology, ,  zoology  and  botany.  The  departments 
of  chemistry,  physics,  botany  and  biology  are  fully  equipped 
for  laboratory  work. 

The  expenses  of  the  college  are  met  chiefly  from  the  endow- 
ments of  the  different  professorships  named  in  the  catalogue,  to- 
gether with  small  tuition  and  laboratory  fees. 

The  approximate  number  of  professors  and  teachers  who  have 
been  connected  with  the  college  from  1833  to  1903  is  seventy; 
the  number  of  graduates,  one  thousand,  and  the  total  number 
of  students,  five  thousand.  The  number  in  attendance  at  present 
is  two  hundred  and  fifty. 

The  present  faculty  includes  the  following: 

William  Patterson  Kane,  D.  D.,  LL.  D.,  president. 

John  Lyle  Campbell,  LL.  D.,  Williams  professor  of  astronomy. 

Henry  Zwingli  McLain,  Ph.  D.,  Lafayette  professor  of  the 
Greek  language  and  literature;  secretary  of  the  faculty. 

Arthur  Bartlett  Milford,  M.  A.,  Yandes  professor  of  the  Eng- 
lish language  and  literature. 

James  Harvey  Osborne,  M.  A.,  associate  professor  of  Latin 
and  mathematics. 

Robert  Augustus  King,  M.  A.,  professor  of  the  German  and 
French  languages  and  literature. 

Hugh  McMaster  Kingery,  Ph.  D.,  Thomson  professor  of  the 
Latin  language  and  literature. 

Mason  Blanchard  Thomas,  B.  S.,  Hose  professor  of  biology; 
curator  of  the  museum. 

Charles  Augustus  Tuttle,  Ph.  D.,  professor  of  history,  polit- 
ical economy  and  political  science. 

Donaldson  Bodine,  Sc.  D.,  professor  of  geology  and  zoology. 

Daniel  Dickey  Hains,  M.  A.,  associate  professor  of  languages; 
instructor  in  physical  culture. 

Jasper  Asaph  Cragwall,  M.  S.,  professor  of  mathematics. 

James  Bert  Garner,  Ph.  D.,  Peck  professor  of  chemistry. 


EDUCATION  IN  INDIANA.  651 

iN'orton  Adams  Kent,  Ph.  D.,  professor  of  physics. 

Harry  Stringham  Wedding,  B.   S.,  librarian. 

Daniel  Pratt  Baldwin,  LL.  D.,  special  lecturer  in  literature. 

Edward  Daniels,  M.  A.,  special  lecturer  in  jurisprudence. 

Rev.  George  Lewes  Mackintosh,  D.  D.,  special  lecturer  in  the 
English  Bible. 

Eor  catalogues  and  further  information  apply  to  the  president 
of  Wabash  college,  Crawfordsville,  Indiana. 

g.    EARLHAM  COLLEGE— RICHMOND. 

Earlham  college,  located  at  Richmond,  Indiana,  is  the  out- 
growth of  the  educational  enterprise  which  characterized  the  pio- 
neer settlers  in  Indiana  and  Ohio.  It  was  projected  as  early 
as  1837,  and  was  opened  for  students  of  both  sexes  without 
any  restrictions  or  reservations  in  184Y,  and  was  maintained  as 
a  boarding  school  of  advanced  grade  until  1859,  when  it  was 
organized  as  Earlham  college. 

The  constitution  provided  for  a  corporation  to  be  known  by 
the  corporate  name  and  style  of  "Earlham  college,"  the  objects 
and  purposes  of  which  are,  and  shall  be,  to  establish  and  main- 
tain at,  or  near,  the  said  city  of  Richmond,  Indiana,  an  insti- 
tution of  learning  "to  be  known  by  the  name  and  style  of  Earl- 
ham college,  to  be  constituted  according  to  the  general  plan  ob- 
taining amongst  colleges  in  the  United  States,  with  such  classes 
and  departments,  such  faculty  of  professors  and  instructors,  and 
w;ith  power  to  pursue  such  courses  of  studies,  hold  such  exam- 
inations, and  confer  such  degrees  and  honors,  as  the  board  of 
trustees  shall  from  time  to  time  determine." 

The  board  of  trustees  consists  of  thirteen  members,  who  shall 
be  members  of  the  Friends'  church,  six  of  whom  shall  be  ap- 
pointed by  and  from  Indiana  yearly  meeting,  and  six  by  and 
from  Western  yearly  meeting;  and  the  president  of  the  college 
is  a  member  of  the  board^  ex-officio. 

The  college  faculty  consists  of  17  members,  and  courses  of 
study  are  offered  in  Latin,  Greek,  German,  French,  Spanish, 
Anglo-Saxon,  English  language,  English  literature,  history,  eco- 
nomics, psychology,  philosophy,  mathematics,  astronomy,  civil  en- 
gineering, physics,  chemistry,  biology,  geology,  biblical  literature, 


552  EDUCATION  IN  INDIANA. 

and  interpretation,  elocution  and  oratory,  and  a  five  years'  course 
in  music. 

Earlham  college  enjoys  the  distinction  not  only  of  being  one 
of  the  first  coeducational  institutions  in  America  but  of  having 
been  one  of  the  foremost  among  educational  institutions  in  the  v^est 
in  the  promotion  of  advanced  practical  instruction  in  science.  In 
1853  it  made  the  first  beginning  in  Indiana  toward  a  permanent 
collection  of  material  in  natural  history  for  purposes  of  college  in- 
struction. Its  present  museum  is  the  outgrowth  of  that  beginning. 
About  this  time  the  first  astronomical  observatory  in  the  state  was 
established  upon  the  campus.  Here  also  was  equipped  the  first 
chemical  laboratory  for  the  use  of  college  students  in  Indiana. 

The  Material  Equipment  of  the  College. — The  college  build- 
ings, ^YQ  in  number,  occupy  a  commanding  site  overlooking  the 
romantic  valley  of  the  Whitewater  river  and  the  city  of  Rich- 
mond. 

The  campus  of  forty  acres  is  one  of  unusual  attractiveness, 
delightfully  shaded  by  native  forest  trees  and  tastefully  laid  out 
in  walks  and  drives. 

Lindley  hall  is  a  substantial  three-story  brick  and  stone  struc- 
ture of  modern  design,  174x160  feet.  It  contains  the  office  of 
the  president,  faculty  room,  auditorium,  museum,  library,  bio- 
logical, physical  and  psychological  laboratories,  society  halls  and 
fifteen  large  class  rooms. 

Parry  hall  is  built  of  brick  and  stone,  two  stories  in  height. 
It  is  devoted  exclusively  to  the  department  of  chemistry. 

Earlham  hall  is  devoted  exclusively  to  the  boarding  department 
of  the  college.  It  is  a  four-story  brick  building  with  a  frontage  of 
190  feet,  with  an  L  at  each  end.  Earlham  hall  has  comfortable 
accomodations  for  140  students. 

The  astronomical  observatory  is  a  brick  building  38x16  feet. 
It  has  a  movable  dome  and  is  furnished  with  good  apparatus  for 
the  practical  study  of  astronomy. 

The  gymnasium  is  a  well-built  wooden  structure,  with  stone 
foundations,  60x40  ft. 

The  buildings  of  Earlham  college  are  heated  by  steam  and 
lighted  by  gas  and  electricity. 

Laboratories. — The  chemical  laboratory  occupies  the  entire  sec- 
ond floor  of  Parry  hall,  and  is  thoroughly  equipped  to  accommo- 


EDUCATION  IN  INDIANA.  553 

date  44  students  working  at  one  time.  The  biological  laboratory 
occupies  four  rooms  on  tlie  tbird  floor  of  Lindley  ball,  and  is  ad- 
mirably adapted  for  the  use  intended.  The  physical  laboratory 
occupies  three  rooms  on  the  first  and  basement  floors  of  Lindley 
hall.  The  psychological  laboratory  occupies  rooms  on  the  second 
floor  of  Lindley  hall,  and  is  well  equipped  with  apparatus  for  the 
study  of  physiological  psychology. 

The  Libraries. — The  libraries  accessible  to  students  of  Earlham 
college  aggregate  about  40,000  volumes.  The  Earlham  college 
library  contains,  altogether,  over  10,000  volumes,  not  including  a 
large  collection  of  pamphlets  and  unbound  periodicals.  The 
Ionian  library  contains  1,600  volumes,  and  the  Phoenix  library 
1,000  volumes.     Of  departmental  libraries  there  are  seven. 

In  addition  to  these  facilities  at  the  college,  the  college  partici- 
pates in  the  free  use  of  all  the  enlarged  and  additional  resources 
of  the  Morrisson-Reeves  library,  of  Richmond,  which  contains 
over  30,000  volumes. 

The  Museum. — The  museum  occupies  one  room  60x70  feet, 
with  large  galleries  on  three  sides,  and  one  room  15x20  feet.  The 
total  floor  space  is  6,000  square  feet.  It  is  furnished  with  90  large 
cases  for  the  display  of  specimens.  The  most  important  acquisi- 
tions of  the  museum  are:  (1)  Mounted  skeleton  of  mastodon 
(Mastodon  americanus),  height  11  feet  2  inches,  length,  including 
forward  curve  of  tusks,  20  feet  2  inches;  (2)  mounted  skeleton  of 
gigantic  fossil  beaver  (castoroides  ohioensis),  height  1  foot  8f 
inches,  length,  5  feet  3^  inches;  (3)  over  25,000  specimens — 
paleontology,  mineralogy,  biology,  archseology. 

The  total  enrollment  of  students  for  the  year  19 02-' 03  was  320, 
representing  11  states,  and  it  is  to  be  borne  in  mind  that  these 
were  college  students,  as  the  preparatory  department  was  abolished 
in  1901. 

Degrees  were  first  awarded  in  1862,  and  since  that  time  628 
degrees  have  been  conferred,  374  upon  men,  and  254  upon  women. 

Last  year  54  graduates  of  Earlham  college  were  pursuing  ad- 
vanced studies  in  universities,  colleges  and  professional  and  tech- 
nical schools,  and  more  than  75  graduates  are  at  present  holding 
advanced  educational  positions  in  normal  schools,  colleges,  uni- 
versities, and  scientific  work. 


554  EDUCATION  IN  INDIANA. 

The  college  is  supported  by  tuition  fees  and  the  proceeds  of 
various  productive  endowment  funds  amounting  to  $250,000 ;  and 
the  value  of  the  material  equipment  of  the  college  is  estimated  at 
$250,000. 


Ji.    FRANKLIN  COLLEGE— FRANKLIN. 

The  first  meeting  looking  toward  the  establishment  of  the 
institution  was  held  June  5,  1834.  It  received  a  charter  from  the 
state  in  1844.  But  in  1872  the  college  suspended  instruction,  the 
board  of  directors  disbanded,  and  the  property  was  taken  to  satisfy 
the  demands  of  the  creditors.  In  less  than  six  months,  however, 
the  citizens  of  Franklin  and  their  friends  raised  $50,000  and  a 
new  organization  was  effected.  The  name  of  the  new  corporation 
is  Association  of  Franklin  college,  and  it  was  formed  under  an  act 
entitled  "an  act  concerning  the  organization  and  perpetuity  of 
voluntary  associations.''  The  act  was  approved  by  the  general 
assembly  of  Indiana  February  25,  1867.  The  college  doors  were 
opened  again  in  September,  1872. 

The  stockholders  elect  the  board  of  directors,  and  these  have  in 
charge  the  general  conduct  of  the  college,  making  an  annual  report 
to  the  stockholders.  This  board  is  composed  of  four  officers  and 
twelve  members;  the  members  are  divided  into  three  classes,  one 
of  which  is  elected  each  year. 

There  are  eleven  professors,  including  the  two  professors  of 
music  (instrumental  and  vocal). 

The  equipment  consists  of  grounds  and  buildings  estimated  at 
$80,000;  a  library  of  15,000  volumes;  a  geological  collection  of 
40,000  specimens ;  chemical  and  physical  apparatus  worth  $3,000, 
and  an  endowment  of  $231,000. 

The  enrollment  of  students  the  past  year  was  183,  and  it  will 
be  as  many,  or  more,  this  year. 

The  college  is  supported  by  interest  on  endowment  and  by  fees 
from  students.  The  total  income  at  present  is  from  $17,000  to 
$18,000.     The  total  present  ass'ets  of  the  institution  are  $419,500. 

Dr.  W.  T.  Stott  is  president  of  Franklin  college,  which  position 
he  has  ably  filled  since  1872. 


EDUCATION  IN  INDIANA.  655 

i.    MOORES  HII.L  COLLEGE— MOORES  HILL. 

Moores  Hill  college  was  established  for  the  purpose  of  furnish- 
ing a  liberal  education  to  both  sexes.  For  the  first  thirteen  years 
of  the  life  of  the  institution  the  school  was  known  as  the  male  and 
female  collegiate  institute,  heralding  to  the  country  that  in  south- 
ern Indiana  there  was  an  institution  great  enough  and  broad 
enough  to  say  to  the  daughters  of  Methodism,  we  welcome  you  to 
our  halls  and  our  laboratories  to  compete  on  equal  terms  with  your 
brothers. 

The  fourteenth  year  of  the  life  of  the  institution  witnessed  a 
change  in  name.  It  was  known  everywhere  that  the  institute  was 
co-educational.  Advanced  ground  was  to  be  taken  and  the  name 
was  changed  to  Moores  Hill  college,  with  Thomas  Harrison,  D.  D., 
as  president  and  such  men  on  the  board  as  Dr.  Enoch  G.  Wood, 
Hon.  John  K.  Thompson,  Sampson  Tincher,  D.  D.,  Judge 
Downey,  Gov.  Will  Cumback  and  others.  The  college  was  favored 
with  a  large  enrollment  and  soon  took  rank  with  other  colleges  of 
the  state.  A  glance  at  the  list  of  chief  executives  as  the  years  pass 
reveals  the  fact  that  the  college  has  had  eleven  presidents.  Eev. 
S.  E.  Adams  served  as  president  from  1856  to  1863.  In  1861 
and  1862,  however,  he  was  absent  from  the  college  and  Dr.  Robert 
r.  Brewington  took  his  place,  as  acting  president.  Rev.  W.  O. 
Pierce  was  principal  from  1863  to  1864."  Rev.  Thomas  Harrison, 
D.  D.,  president  from  1864  to  18Y0.  Rev.  J.  H.  Martin,  D.  D., 
president  from  1870  to  1872.  F.  A.  Hester,  D.  D.,  president  from 
1872  to  1876.  Rev.  J.  P.  D.  John,  D.  D.,  president  from  1876  to 
1879.  Rev.  J.  H.  'Doddridge,  D.  D.,  president  1879  to  1880. 
Rev.  J.  P.  D.  John,  D.  D.,  president  from  1880  to  1882.  Rev. 
L.  G.  Adkinson,  D.  D.,  president  from  1882  to  1887.  Rev.  G.  P. 
Jenkins,  D.  D.,  president  from  1887  to  1890.  Dr.  Martin  presi- 
dent from  1890  to  1897.  Charles  Willard  Lewis,  D.  D.,  acting 
president  from  1897  to  1898,  president  1898  to  1903. 

The  board  of  trustees  consists  of  the  president  of  the  college,  ex- 
officio,  and  twenty-seven  members,  all  of  whom  are  elected  by  the 
Indiana  annual  conference  for  a  term  of  three  years.  In  addition 
to  the  regular  members  of  the  board  the  conference  appoints  an- 
nually six  conference  visitors  and  two  alumni  visitors,  making  in 
all  a  body  of  thirty-six  members. 


556  EDUCATION  IN  INDIANA. 

The  board  of  trustees  has  the  power  of  receiving,  holding  and 
administering  funds,  appointing  faculties,  conferring  degrees  and 
making  laws  for  the  government  of  the  institution. 

In  order  that  the  college  may  be  able  to  meet  the  growing  de- 
mands for  additional  equipment  and  room  it  is  necessary  that  the 
income  should  be  largely  increased  by  additional  endowments. 

The  institution  has  had  a  splendid  history  of  forty-eight  years. 
The  army  of  noble  men  and  women  who  have  been  connected  with 
Moores  Hill  college,  hundreds  of  whom  have  graduated,  is  proof- 
evident  of  the  great  work  accomplished.  The  future  never  was 
brighter  and  if  christian  people  within  her  patronizing  territory 
will  do  their  full  duty  Moores  Hill  will  live  to  bless  the  world  in 
the  future  even  more  abundantly  than  in  the  past. 

Moores  Hill  college  is  located  in  the  quiet,  picturesque  town  of 
Moores  Hill,  Indiana.  It  is  on  the  Baltimore  &  Ohio  Southwest- 
ern railway,  forty  miles  southwest  of  Cincinnati  and  eighty-five 
miles  northeast  of  Louisville.  It  is  seventy-five  miles  southeast  of 
Indianapolis,  and  is  easily  reached  by  connections  at  IsTorth  Ver- 
non and  Lawrenceburg.  The  town  is  thus  placed  in  direct  com- 
munication with  all  parts  of  the  state  as  well  as  with  Ohio,  Ken- 
tucky and  Illinois. 

The  town  occupies  one  of  the  highest  elevations  in  southeastern 
Indiana,  being  460  feet  above  the  Ohio  river.  The  surface  is  roll- 
ing and  slopes  in  all  directions  from  the  town,  thus  affording  the 
best  drainage.     It  is  a  remarkably  healthful  place. 

The  main  college  building  is  a  substantially  built  three-story 
brick.  The  chapel  is  situated  in  the  central  part  of  the  first  fioor 
and  is  very  tastefully  decorated.  It  is  equipped  with  comfortable 
and  convenient  folding  opera  chairs.  The  library  and  reading- 
room  occupy  all  of  the  south  wing  of  the  first  floor.  The  greater 
part  of  the  first  and  second  stories  of  the  north  wing  is  occupied 
by  the  chemical,  physical  and  biological  laboratories.  These  are 
equipped  with  the  latest  apparatus  and  appliances  for  laboratory 
work. 

Moores  Hill  college  does  not  seek  to  develop  the  mind  alone,  but 
believing  that  education  consists  of  more  than  mere  intellectual 
training  strives  to  bring  to  the  highest  possible  state  of  develop- 
ment the  threefold  nature  of  man — spirit,  mind  and  body — ^and  be- 
lieving that  spiritual  interests  are  always  paramount,  the  institu- 


EDUCATION  IN  INDIANA,  657 

tion  carefully  surrounds  her  students  with  christian  influences. 
Every  member  of  the  faculty  and  about  ninety  per  cent,  of  the 
students  are  professed  christians,  and  christian  principles  and 
practices  are  everywhere  taught. 

Devotional  exercises  are  conducted  in  the  chapel  each  morning 
by  the  faculty.  Church  services  are  held  twice  each  Sunday, 
besides  Sunday  school  at  2  p.  m.  and  class  meeting  at  3  p.  m. 

While  the  college  is  under  the  control  of  the  Methodist  Episco- 
pal church  it  is  not  sectarian,  and  nowhere  in  the  chapel  or  class 
room  is  any  distinction  made  in  the  direction  of  creed. 

The  library  is  composed  of  six  distinct  divisions,  viz. :  The 
college  library,  the  Harvey  Harris  and  wife  library,  the  Thomas 
Harrison  library,  and  the  three  society  libraries.  These  contain 
in  all  about  five  thousand  bound  volumes  and  two  thousand  pam- 
phlets, so  diversified  and  distributed  in  subject  as  to  furnish  valu- 
able reference  works  for  the  students  in  the  various  departments. 

That  the  physical  nature  might  be  developed  and  an  interest  in 
athletics  fostered  the  Moores  Hill  college  athletic  association  was 
organized  in  1893.  The  membership  is  open  to  all  alumni,  stu- 
dents and  faculty  of  the  college.  The  president  of  the  association 
is  a  member  of  the  faculty  and  associated  with  him  to  form  the 
executive  committee,  are  two  members  from  each  of  the  literary 
societies. 

The  expenses  of  membership  are  placed  at  the  minimum,  and 
every  effort  is  made  by  the  executive  committee,  through  judicious 
appropriations,  to  give  to  the  association  the  largest  possible  return 
for  the  amount  thus  invested. 

The  Will  E.  Stevens  gymnasium  is  now  regarded  as  one  of  the 
necessary  factors  in  the  college.  Military  drill,  Indian  club  drill, 
basketball  games,  all  under  the  skillful  management  of  a  director, 
enable  the  student  to  keep  pace  physically  with  advancement  in- 
tellectually. While  the  gymnasium  "room"  for  all  practical  pur- 
poses is  surpassed  by  few,  if  any  in  the  state,  a  steam  plant  is 
needed  for  heating  and  additional  apparatus  for  work.  It  is  hoped 
that  in  the  very  near  future  some  friend  will  add  these  improve- 
ments. 

There  are  three  literary  societies  as  follows :  The  Philoneikean 
and  Photozetean  for  the  young  men  of  the  college  and  the  Sigour- 


558  EDUCATION  IN  INDIANA. 

nean  for  the  young  ladies.  These  three  societies  meet  in  the  Peter 
Myer's  literary  hall  at  different  times  in  the  week. 

Philoneikean  Society. — This  organization  is  the  oldest  society 
in  the  college.  Its  organization  occurred  in  1856.  The  purpose 
of  the  society  is  the  development  of  ^'strong,  well  rounded  intel- 
lectual and  patriotic  manhood."  The  members  of  this  organiza- 
tion have  shown  themselves  to  he  full  of  loyalty  not  only  to  their 
society  but  the  college  interests  in  general.  Contributions  for  va- 
rious interests  have  been  quite  liberal.  The  ^Thilos"  now  have 
under  headway  a  plan  by  means  of  which  a  new  chapter  house 
may  be  erected  at  an  expenditure  of  $3,000.  It  is  believed  that 
such  a  building  will  be  not  only  a  source  of  strength  to  the  society, 
but  a  factor  in  the  advancement  of  the  best  interests  of  the  college. 
Motto,  Excelsior. 

Photozetean  Society. — This  society  was  founded  in  1867  for  the 
special  benefit  of  young  men  studying  for  the  ministry.  In  early 
days  it  was  possible  for  a  young  man  to  belong  to  the  two  societies. 
As  the  years  passed  by  however  the  organization  gradually  and  al- 
most imperceptibly  passed  into  the  regular  literary  phase  and  to- 
day ranks  as  one  of  the  important  factors  in  the  college  life.  The 
members  of  this  organization  are  characterized  by  earnestness,  de- 
votion to  the  society  and  college  interests ;  are  progressive  and  fully 
awake  to  the  responsibilities  thrown  upon  them  by  membership  in 
the  society.    Motto  (translation).  Find  a  way  or  make  one. 

Sigournean  Society. — This  organization  meets  every  Friday 
afternoon.  At  this  time  a  program  consisting  of  literary  produc- 
tions, elocutionary  selections,  music,  etc.,  is  rendered,  thus  giving 
in  addition  to  the  regular  literary  training  an  opportunity  to  cul- 
tivate ease  of  manner  by  frequent  appearance  before  a  public 
audience.  The  aim  of  the  society  is  to  develop  the  best  talent  in 
the  organization.  Meetings  held  for  business  purposes  are  con- 
ducted in  harmony  with  parliamentary  customs,  Eobert's  rules  of 
order  being  the  authority.  At  the  end  of  the  year  a  public  enter- 
tainment is  given  in  connection  with  regular  commencement  exer- 
cises. The  influence  of  this  society  on  college  life  is  one  of  the 
important  factors  in  the  growth  of  the  institution.  Motto, 
Laureas  super  montem  sclent  carpe.     Organized  1857. 

Young  Men's  Christian  Association. — The  Young  Men's  Chris- 
tian association  holds  a  regular  devotional  meeting  each  Monday 


EDUCATION  IN  INDIANA.  559 

evening  in  the  clmrcli  parlors.  This  association  work  is  one  of  the 
most  beneficial  forces  in  college  life.  The  aim  of  the  young  men 
banded  together  is  to  reach  every  man  in  college  and  influence  him 
to  a  higher  and  better  life.  Young  men  coming  to  the  college  for 
the  first  time  are  met  by  these  men  and  safely  advised  as  to  the 
best  plans  for  beginning  the  new  work.  The  association  has  no 
room,  as  yet  of  its  own.  It  is  hoped  that  some  "big  hearted" 
christian  philanthropist  will  in  the  near  future  make  it  possible 
for  these  young  workers  to  have  a  home  of  their  own. 

Young  Women's  Christian  Association. — All  that  has  been  said 
of  the  above  organization  may  be  repeated  of  the  women's  organi- 
zation. Their  meetings  are  held  on  Wednesday  night  just  before 
the  regular  mid-week  prayer  meeting  service.  The  Bible  classes 
carried  on  by  these  associations  make  it  possible  for  every  student 
in  college  to  secure  in  the  course  of  a  year  a  great  deal  of  informa- 
tion about  the  book  of  books. 

Delegates  are  sent  each  year  to  Geneva  and  to  the  state  conven- 
tions and  much  is  accomplished  in  elevating  the  spiritual  life  of 
the  students  and  in  training  them  in  active  Christian  work. 

Students  in  all  departments  are  subjected  each  term  to  a  written 
examination,  and  are  classed  according  to  their  average  as  follows : 
Below  YO  per  cent.,  poor ;  from  YO  to  80  per  cent.,  medium ;  from 
80  to  90  per  cent.,  good;  from  90  to  100  per  cent.,  excellent — a 
medium  per  cent.,  at  least  being  necessary  to  advancement.  Meri- 
torious conduct,  together  with  the  student's  class  report,  will  be 
considered  in  determining  his  grade  or  rank  in  college.  This  will 
be  placed  upon  the  records,  and  if  desired,  a  copy  will  be  sent  to 
the  parents  or  guardian. 

In  calling  attention  to  the  necessary  expenses  it  must  not  be 
supposed  that  because  the  rates  are  the  minimum  the  grade  of  in- 
struction offered  is  low.  It  has  been  claimed  and  is  now  asserted 
that  the  thoroughness  and  the  accuracy  of  the  work  done  here  are 
not  excelled  anywhere.  More  than  this  the  institution  is  not  kept 
up  by  the  small  fees  collected  as  tuition  but  has  other  sources  of 
income  by  means  of  which  it  is  able  to  offer  to  the  educational 
public  the  advantages  of  a  christian  college. 

Many  of  our  best  students  rent  furnished  rooms  at  fifty  cents  a 
week,  and  by  a  system  of  clubbing,  reduce  their  table  expenses  to 
$1.50  or  less,  and  their  entire  expenses  to  $2.00  a  week.     Those 


560  EDUCATION  IN  INDIANA. 

wlio  desire  private  board  may  secure  good  rooms,  board  and  every- 
thing furnished,  at  $2.50  and  $3.00  per  week. 

;.    CONCORDIA  COLLEGE— FORT  WAYNE. 

Concordia  college  was  founded  in  1839,  in  Perry  county,  Mis- 
souri. Its  founders,  a  body  of  German  Lutherans,  had  left  their 
native  land  for  religious  reasons,  and  in  spite  of  their  bitter  pov- 
erty, established  an  institution  of  learning  in  order  to  insure  to 
themselves  and  their  children;  their  own  spiritual  heritage.  The 
purpose  of  the  institution  as  expressed  in  the  charter  is  "to  educate 
young  men  for  the  ministry  of  the  German  Evangelical  Lutheran 
denomination."  This  has  been  its  aim  and  object  up  to  the  pres- 
ent time,  and  only  an  exceedingly  small  proportion  of  its  alumni 
are  to  be  found  in  other  walks  of  life. 

When  the  little  log  cabin  college  opened  its  doors,  it  had  five 
students  and  four  instructors.  In  1850  it  became  the  property  of 
the  German  Evangelical  Lutheran  synod  of  Missouri,  Ohio  and 
other  states,  and  was  removed  to  St.  Louis,  Mo.  Its  attendance 
had  increased  to  thirty-four,  and  various  changes  had  meanwhile 
taken  place  in  the  faculty.  During  this  period  the  theological  and 
the  preparatory  (classical)  departments  were  combined.  In  1861, 
however,  the  preparatory  department  was  removed  to  Et.  Wayne, 
Ind.,  its  present  home. 

The  trustees  are  elected  by  the  synod  at  its  triennial  meetings, 
with  the  exception  of  the  praeses  of  the  middle  district  of  said 
synod,  who  is  ex-ofiicio  president  of  the  board.  Its  faculty  con- 
sists of  the  president  and  seven  instructors,  all  of  whom  are  chosen 
by  a  board  of  electors  appointed  by  the  synod. 

The  library  contains  about  seven  thousand  volumes,  of  which 
three  thousand  are  accessible  to  the  students,  while  the  rest  are 
reserved  as  reference  books  of  the  faculty.  Its  museums  and 
scientific  apparatus  have  a  value  of  about  twelve  hundred  dollars. 
This  equipment  may  seem  inadequate,  but  considering  the  severely 
classical  and  linguistic  bent  of  the  curriculum  answer  their  pur- 
pose quite  well.  For  seven  recitations  per  week  for  six  years  are 
devoted  to  Latin,  six  per  week  for  four  years  to  Greek,  and  three 
per  week  for  two  years  to  Hebrew.  English  and  German  occupy 
from  three  to  ^yq  periods  per  week  during  the  entire  course  of  six 


EDUCATION  IN  INDIANA.  561 

years.  The  remaining  recitations  per  week,  of  which  there  are 
thirty,  are  assigned  to  mathematics,  physics,  chemistry,  botany, 
physiology,  and  history. 

The  enrollment  has  fluctuated  considerably  during  the  sixty- 
five  years.     At  present  it  numbers  182  students. 

The  college  has  no  productive  funds  of  any  kind.  The  salaries 
of  the  instructors  are  paid  from  voluntary  contributions  to  the 
synodical  treasury,  and  the  buildings  are  erected  and  maintained 
from  funds  procured  in  the  same  manner. 

k.    UNION  CHRISTIAN  COLLEGE— MEROM. 

This  institution  was  founded  in  August,  1859.  It  Avas  the  out- 
growth of  a  general  convention  of  the  christians  held  at  Peru, 
Indiana,  l^ovember,  1858. 

The  location  of  the  college  at  Merom  was  determined  not  only  by 
the  natural  scenery  and  homelike  surroundings  of  the  place,  but 
also  by  the  fact  that  Merom  citizens  contributed  a  bonus  of  $35,- 
000   with  which   to  make   a   beginning. 

Although  about  two  miles  distant  from  the  Illinois  Central  rail- 
way, the  quiet  village  life  and  the  healthful  bluffs  of  the  Wabash 
are  regarded  as  constituting  a  very  desirable  location  for  a  chris- 
tian school. 

The  college  was  opened  to  students  September  9,  1860,  and 
graduated  its  first  class  four  years  later.  Since  1864  about  two 
hundred  and  fifty  graduates  have  been  sent  out,  the  majority  of 
whom  have  entered  the  professions  of  teaching  and  the  christian 
ministry. 

The  first  president  was  Dr.  ISTicholas  Summerbell  (1860-1865), 
next  came  Dr.  Thomas  Holmes  (1866-1876),  who  was  followed  by 
Dr.  Thomas  C.  Smith  (1877-1882).  The  fourth  president,  Eev. 
Elisha  Mudge,  A.  M.,  served  nearly  five  years  (1882-1887),  and 
the  present  encumbent,  Dr.  Leander  J.  Aldrich,  has  served  for 
nearly  seventeen  years. 

The  charter,  secured  in  1859,  and  renewed  and  enlarged  in 
1882,  provides  for  a  coeducational,  unsectarian  institution,  gov- 
erned by  a  board  of  fifteen  trustees,  who  are  elected  in  groups  of 
^Ye  annually  by  the  stockholders  from  nominations  made  by  the 
christian  conference  of  Indiana,  Illinois  and  Ohio. 

36— Education. 


562  EDUCATION  IN  INDIANA, 

The  following  are  active  members  of  the  faculty,  1903-04: 

Leander  J.  Aldrich,  A.  M.,  D.  D.,  president,  ethics. 

Arthur  M.  Ward,  M.  S.,  secretary,  English. 

Daniel  B.  Atkinson,  M.  A.,  treasurer,  Latin. 

Benjamin  F.  McHenry,  M.  A.,  science  and  mathematics. 

S.  Elizabeth  Hatten,  M.  A.,  Greek  and  German. 

Edward  L.  Lawson,  Ph.  B.,  psychology  and  normal. 

Sadie  E.  Plunkett,  M.  A.,  drawing  and  painting. 

Margaret  Elanner,  vocal  and  instrumental  music. 

Pearl  Wright,  elocution  and  physical  culture. 

William  H.  Martin,  penmanship. 

Zenobia  Weimer,  librarian. 

Sanna  H.  Sutton,  matron  of  ladies  hall. 

The  college  maintains  academic  and  collegiate  departments ;  the 
standard  courses  of  Indiana  higher  institutions;  also  special 
courses  in  English  bible,  homiletics  and  theology. 

The  library  contains  about  3,600  volumes.  Connected  with  the 
library  is  a  free  reading  room,  containing  the  leading  magazines 
and  a  variety  of  daily  and  weekly  journals. 

A  chemical  laboratory  and  cabinet  of  mineralogy  and  natural 
history  each  provide  facilities  for  scientific  research. 

The  institution  is  supported  from  the  income  of  $Y5,000,  in- 
vested endowment,  from  tuition  fees,  rents  and  personal  donations. 

The  years  1902  and  1903  were  marked  by  a  very  material  in- 
crease of  permanent  endowment.  The  Hon.  Francis  A.  Palmer 
of  I^ew  York,  contributed  $30,000  August  1,  1903,  to  which  more 
than  five  hundred  other  friends  added  $20,000  the  same  year. 

The  year  previous  Mr.  and  Mrs.  Levi  Wilkinson  of  Cynthiana, 
Indiana,  deeded  the  college  a  farm  in  Gibson  county,  Indiana, 
valued  at  $15,000. 

Several  different  states  are  represented  in  the  student  body,  but 
the  attendance,  which  averages  about  170  annually,  is  chiefly 
from  the  adjoining  counties  of  Indiana  and  Illinois.  The  present 
term  enrollment  is  about  100 — nearly  one-half  of  whom  are 
young  women. 


EDUCATION  IN  INDIANA.  563 

I.    NORTH  MANCHESTER  COLLEGE,  NORTH  MANCHESTER. 

Founded  1895.     Owned  and  controlled  by  four  state  districts 
of  the  German  Baptist  Brethren  Church  in  Indiana  and  Ohio. 

The  trustees  are  chosen  in  the  annual  conference  of  these  sev- 
eral districts  by  the  delegate  body. 
Officers  of  the  Board  of  Trustees :    Chairman,  Elder  S.  F.  Sanger, 

South  Bend,  Ind. ;  Secretary,  Elder  L.  A.  Bookwalter,  Dayton, 

Ohio;  Treasurer,  Elder  S.  S.  Ulrey,  N^orth  Manchester,  Ind. 
The   school  is  leased  to  the  following  Board  of  Management: 

President,  E.  M.  Crouch,  A.  M. ;  Secretary,  I.  Bruce  Book, 

A.  B. ;  Treasurer,  L.  D.  Ikenberry,  A.  M. ;  M.  M.  Sherrick, 

A.  M. 

Strong  faculty  of  teachers  trained  in  some  of  our  best  colleges 
and  universities. 

Courses. 

1.  ISTormal  English  Course — Four  years  professional  course 

for  teachers.     Degree,  B.  E. 

2.  College  Preparatory — Four  years. 

3.  College  Course — Four  years.     Degree,  A.  B. 
Bible— 

1.  Two  years  English  course. 

2.  Hebrew  and  Greek  Course — Three  years.     Degree,  Bach- 

elor of  Sacred  Literature. 
Music — 

1.  Course  for  Teachers — Two  years,  in  both  vocal  and  in- 

strumental. 

2.  Course  in  Voice  Culture — Harmony  and  history  of  music. 

3.  Piano  Course — ^Four  years. 
Commercial — 

1.  One  year  course. 

2.  Course  of  two  years   for  conynercial  teachers.      Degree, 

Master  of  Accounts. 

3.  Thorough  courses  in  shorthand  and  typewriting. 
Elocution — Course  of  two  years. 

The  institution  is  centrally  located.     A  high  standard  of  moral 
character  and  culture  is  maintained. 


564  EDUCATION  IN  INDIANA. 

C    PRIVATE  INSTITUTIONS. 

a.    yiNGENEfS  UNIVERSITY. 

Yincennes,  the  seat  of  Vincennes  university,  is  the  county  seat 
of  Knox  county.  It  is  situated  on  the  famous  Wahash  river, 
on  a  high  rolling  prairie,  with  picturesque  upland  surroundings 
and  a  background  of  forest,  garden  and  farm  land.  It  is  117 
miles  southwest  of  Indianapolis,  and  is  easily  reached  by  rail 
from  all  points  in  Indiana  and  Illinois. 

Vincennes  is  a  beautiful,  healthful  city,  with  a  population  of 
twelve  thousand  thrifty,  hospitable,  cultured  people.  It  contains 
many  commodious  churches  of  various  denominations,  substantial 
public  buildings,  and  handsome  residences. 

Vincennes  is  an  historic  landmark;  it  is  the  oldest  city  in 
the  west  and  was  the  first  capital  of  the  northwest  territory. 
Fort  Knox,  the  original  cathedral  of  the  Vincennes  diocese,  the 
first  legislative  hall,  the  residence  of  William  Henry  Harrison, 
are  among  the  historic  places.  Here  also  was  the  scene  of  the 
battle  in  which  Gen.  George  Rogers  Clark,  after  one  of  the  most 
memorable  marches  in  the  annals  of  history,  defeated  Governor 
Hamilton  and  the  British  soldiers,  and  forced  a  surrender  that 
eventually  made  the  great  northwest,  United  States  territory. 

By  an  act  of  congress  March  26,  1804,  it  was  provided  that 
a  township  of  land,  23,040  acres  in  the  Vincennes  land  district, 
be  located  by  the  secretary  of  the  treasury,  for  the  use  of  a  sem- 
inary. 

The  territorial  legislature  of  Indiana,  by  an  act  passed  ISTo- 
vember  29,  1806,  supplemented  by  an  act  passed  September  IT, 
1807,  established  and  incorporated  Vincennes  university,  and  des- 
ignated it  as  the  recipient  of  the  township  of  land  donated  by 
congress,  and  appointed  a  board  of  trustees  and  created  said  trus- 
tees and  their  successors  -a  body  corporate  and  politic  by  the 
name  and  style  of  "The  Board  of  Trustees  for  the  Vincennes 
University,"  with  power  to  select  a  president  and  members  of 
the  faculty,  establish  a  course  of  study,  to  grant  degrees  and 
exercise  all  other  powers,  rights  and  immunities  usually  bestowed 
on  institutions  of  learning.  The  secretary  of  the  treasury,  Octo- 
ber 6,  1806,  pursuant  to  act  of  congress,  located  and  set  apart 
to  the  university  township  2  south,  range  11  west.     This  land 


EDUCATION  IN  INDIANA.  565 

is  in  Gibson  county,  and  is  partly  included  in  tlie  present  city 
of  Princeton. 

December  6,  1806,  the  first  meeting  of  the  trustees  was  held; 
General  William  Henry  Harrison  was  elected  president  and  Gen. 
W.   Johnson,  secretary. 

Under  the  grant  the  trustees  were  authorized  .to  sell  not  ex- 
ceeding 4,000  acres  of  this  land,  and  rent  the  remainder  for 
the  uses  of  the  university.  A  campus  of  about  twelve  acres 
was  purchased  by  the  trustees,  in  what  is  now  the  center  of  the 
city,  and  a  large  brick  building  was  erected  thereon,  a  faculty 
was  elected,  and  the  institution  opened  in  1810,  with  Dr.  Samuel 
T.  Scott  as  first  president,  and  continued  until  suspended  by 
the  action  of  the  legislature  of  Indiana. 

In  1830,  and  subsequently,  the  legislature  assumed  to  own 
and  control  the  lands  of  the  university,  appointed  a  commissioner 
to  rent  and  sell  the  lands  and  pay  the  receipts  into  the  state 
treasury. 

By  these  several  acts  of  the  legislature  the  usefulness  of  the 
university  was  so  weakened  that  for  a  time  the  school  was  sus- 
pended, but  in  1843  the  trustees  after  full  investigation  deter- 
mined to  assert  their  rights  to  this  property  in  Vincennes  and 
the  lands  in  Gibson  county  which  had  been  sold  by  the  state, 
and  employed  lawyers  and  instituted  suits  to  recover.  The  leg- 
islature then  passed  an  act  authorizing  suit  to  be  brought  by 
the  university  against  the  state  in  Marion  circuit  court  to  test 
the  university's  right  to  the  lands,  but  limiting  the  amount  to 
be  recovered  to  the  money  realized  by  the  state  without  interest 
and  without  regard  to  the  value  of  the  land. 

This  suit  was  brought  and  went  to  supreme  court  of  the  state, 
and  this  court  decided  against  the  university.  The  university 
appealed  to  the  supreme  court  of  the  United  States,  and  this  court 
decided  in  favor  of  the  university,  and  in  the  opinion  stated 
that  the  lands  at  the  time  (1852)  would  have  been  worth 
$200,000. 

In  1856  the  state  paid  the  university  in  bonds  $66,585,  of 
which  the  trustees  had  to  pay  their  attorneys  $26,000. 

In  1895  the  legislature  gave  the  university  $15,000,  which 
was  taken  under  protest  that  it  was  an  inadequate  settlement, 
the  university  determining  to  appeal  to  a  future  legislature. 


566  EDUCATION  IN  INDIANA. 

In  1899,  for  tlie  first  time,  the  university  made  a  proposition 
for  a  full  and  final  settlement  by  offering  a  bill  appropriating 
$120,000  in  twenty-year  four  per  cent,  bonds.  This  bill  passed 
by  an  overwhelming  majority.  The  governor  in  a  message  said 
he  had  not  sufiicient  time  to  investigate  the  merits  of  the  claim, 
and  in  refusing  his  approval  suggested  a  commission  to  inves- 
tigate and  report.  This  was  accordingly  done,  and  after  a  careful 
inquiry  the  three  senators  composing  the  commission  reported  two 
years  later  to  the  session  of  1901,  finding  all  the  facts  exactly 
as  presented  by  the  university,  recommending  no  special  amount, 
reporting  that  no  adequate  settlement  had  ever  been  made,  and 
leaving  the  matter  of  the  state's  moral  obligation  to  pay  this 
just  debt,  to  the  senate.  Accepting  this  report,  the  senate  by  a 
vote  of  more  than  two  to  one  passed  a  bill  to  pay  the  full  amount. 
The  bill  failed  to  pass  the  house  on  the  plea  that  the  appropri- 
ations of  the  session  were  large. 

In  the  succeeding  legislature  (1903)  a  commission  of  state 
officers,  the  governor,  secretary,  auditor  and  treasurer,  was  ap- 
pointed to  report  upon  the  claim  in  1905,  at  which  time  it  is 
confidently  believed  the  state  will  meet  the  expectations  of  all 
the  friends  of  the  university  throughout  the  state  by  settling 
adequately  and  finally  this  just  claim,  which  will  enable  the 
institution  to  care  for  at  least  ^yq  hundred  students. 

The  library  is  to  the  literary  student  what  the  laboratory  is 
to  the  student  of  science,  and  increasingly  are  the  departments 
of  philosophy,  English  and  history  emphasizing  the  importance 
of  work  done  in  the  library  under  the  direction  of  instructors. 

The  university  library  is  designed  to  be  rather  a  reference 
library  than  a  library  of  fiction,  though  this  leading  purpose 
by  no  means  precludes  fiction  and  current  literature.  IsTew  books 
are  added  from  time  to  time,  and  such  books  are  selected  by 
the  heads  of  the  different  departments  in  conjunction  with  the 
president. 

Among  the  reference  books  and  charts  is  included  an  extensive 
list  of  dictionaries,  of  encyclopedias,  of  histories,  of  compends 
of  science,  and  of  charts  and  atlases.  Aside  from  these,  however, 
there  are  many  books  of  fiction  and  current  periodicals,  the  latter 
including  gazetteers,  magazines,  bulletins  and  newspapers. 


EDUCATION  IN  INDIANA.  567 

The  reading-room,  in  connection  with  the  library,  is  a  large, 
well-lighted,  attractive  apartment,  located  on  the  ground  floor 
and  supplied  with  tables  and  comfortable  chairs,  so  that  it  may 
be  used  as  a  study-room  as  well. 

Besides  the  general  library  whose  privileges  are  free  to  all 
students,  each  department  mains  a  select  set  of  reference  books 
for  the  use  of  students  in  the  respective  departments. 

The  museum  contains  an  interesting  collection  of  mineralogi- 
cal,  paleological,  zoological  and  botanical  specimens.  Aside  from 
the  rich  collection  of  minerals  and  fossils,  without  interest  per- 
haps except  to  the  scientist,  there  are  Indian  and  other  aboriginal 
relics,  as  well  as  rare  .specimens  of  reptiles  and  other  animals 
which  are  interesting  and  instructive  to  everyone.  The  museum 
is  freely  made  use  of  by  classes  in  geology,  chemistry,  biology, 
and  physical  geography. 

The  chemical  laboratory,  located  on  the  second  floor  of  the 
main  building,  is  fitted  with  desks,  reagent  racks,  gas,  water, 
and  a  "hood."  Each  student  has  his  own  apparatus,  his  own 
chemicals,  his  own  gas  and  water  supply,  and  does  his  own  work. 
Balances  for  quantitative  work  are  used  in  common  by  the  stu- 
dents; these  are  sensitive  to  1-10  milligram.  The  oxy-hydrogen 
blow-pipe,  stills  and  eudiometers  are  also  mostly  used  in  com- 
mon. !N'othing  is  lacking  for  thorough  and  complete  work  in 
the  courses  in  chemistry  offered. 

The  physical  laboratory  and  lecture-room  is  also  on  the  second 
floor  of  the  main  building.  It  is  provided  with  a  lecture  table, 
cases  for  apparatus,  gas  fijj:tures,  and  an  accessory  "dark  room" 
for  experiments  in  light  requiring  the  "porte  lumiere." 

The  apparatus  and  equipment'  are  complete  for  not  only  qual- 
itative but  quantitative  experiments  in  the  courses  offered  in 
physics.  In  physics,  as  in  chemistry,  the  student  does  his  own 
work,  and  is  accorded  free  use  of  apparatus  in  so  far  as  is  con- 
sistent with  his  care  in  the  handling  of  it.  Thus,  the  student 
not  only  gets  the  experimental  use  of,  but  by  handling  becomes 
thoroughly  familiar  with  micrometers,  calipers,  balances,  Att- 
wood's  machine,  jolly  i)alance,  rotatory  machine,  hydrometers, 
air  and  water  pumps,  mercurial  and  aneroid  barometers,  ther- 
mometers,   prisms,    lenses,    mirrors,    stereopticon,    spectroscope, 


568  EDUCATION  IN  INDIANA. 

manometric  flame  apparatus,  Chladni's  plates,  sonometer,  Tsefler- 
Holtz  macliine,  Ley  den  jars,  electroscope,  electrophones,  batteries, 
electro-magnets,  telegraphic  instruments,  induction  coils,  dyna- 
mos, galvanoscopes,  galvanometers,  rheostats,  and  the  Wheatstone 
bridge.  Moreover,  flasks  and  glass  and  rubber  tubing  and  other 
materials  are  furnished  and  the  student  is  required  to  set  up 
experiments  for  himself,  thus  developing  practicality  and  self- 
reliance  to  a  greater  degree  than  the  mere  handling  of  ready- 
made  apparatus  could  do. 

The  biological  laboratory  is  in  connection  with  the  physical 
laboratory.  It  is  a  commodious,  well-lighted  room,  fitted  with 
working  desks,  microscopes  and  microscopical  appurtenances,  dis- 
secting instruments,  a  microtome,  stains  and  other  reagents,  dry 
and  steam  sterilizers,  and  materials  for  the  preparation  of  culture 
media  for  bacteria.  There  are  also  various  illustrative  materials 
such  as  skeletons,  taxidermic  specimens,  and  animals  and  tissues 
in  alcohol,   formaldehyde  and  other  preservatives. 

The  rooms  occupied  by  the  business  department  are  equipped 
with  typewriters  and  modern  fixtures  for  banks  and  other  oflices, 
and  so  furnished  that  the  night  sessions  are  no  more  handicapped 
than  the  day  sessions. 

The  music  rooms  are  located  on  the  third  fioor  of  the  main 
building,  and  are  attractively  furnished,  and  thoroughly  equipped 
for  practice  and  recitative  work.  There  are  also  two  pianos  in 
the  chapel,  one  a  Steinway  Grand  and  the  other  of  the  Colonial 
type,  which  are  used  in  the  public  performances  given  period- 
ically by  the  musical  department. 

The  university  issues  an  annual  catalogue  of  information  con- 
cerning its  various  departments  of  work  each  May,  and  also 
in  February,  an  announcement  to  teachers  concerning  the  work 
offered  in  the  spring  term.  Besides  these,  bulletins  in  the  interest 
of  one  or  more  of  its  departments  are  issued  from  time  to  time, 
as  the .  occasion  may  require. 

The  Blue  and  Gold  is  issued  seven  times  per  annum  by  the 
senior  class  of  the  School  of  Literature  and  Science. 

Each  representative  in  the  state  legislature  may  annually  ap- 
point from  his  legislative  district  one  cadet,  who  must  be  a  male 
at  least  sixteen  years  of  age,  five  feet  four  inches  tall  and  in 
good  health.     All  appointments  must  be  made  upon  blanks  fur- 


EDUCATION  IN  INDIANA.  569 

nished  by  the  imiversitj,  which  may  be  obtained  from  the  presi- 
dent. The  holder  of  this  scholarship  shall  be  exempt  from  all 
fees  connected  with  the  university,  except  laboratory  fees  and 
music  and  business  tuition. 

The  Tau  Phi  Delta  Greek  letter  society  was  organized  nnd 
is  maintained  for  the  laudable  purpose  of  encouraging  scholastic 
and  literary  attainments  among  its  members,  and  for  the  general 
purpose   of  promulgating  the   spirit   of  fraternity. 

A  flourishing  literary  society  having  for  its  purpose  the  usual 
high  aims  of  societies  of  this  nature  is  enthusiastically  supported 
by  faculty  and  students.  Every  student  in  every  department 
of  the  university  is  eligible  for  membership. 

In  May,  1884,  Major  W.  P.  Gould,  U.  S.  A.,  made  a  generous 
offer  of  a  gold  medal  of  the  value  of  $25,  to  be  given  annually 
for  excellence  in  oratory,  which  offer  was  gratefully  accepted 
by  the  board  of  trustees.  Under  the  rules  adopted  by  the  faculty, 
the  contest  for  the  above  medal  consists  of  original  orations  to 
be  judged  upon  three  points,  viz. :  Thought,  style  of  composition, 
and  delivery.  The  contest  takes  place  during  commencenient 
week. 

In  1902  the  medal  was  awarded  to  Miss  Maud  Arthur,  of 
Washington,  Indiana. 

Athletics  are  under  the  control  of  the  students,  who  are  encour- 
aged in  all  healthful  sports  by  the  faculty.  Provision  is  made 
for  foot  ball,  base  ball,  basket  ball,  and  field  and  track  events. 

Enrollment,   226. 

h.     OAKLAND   CITY  (^OLLEGE  AND  CONSERVATORY   OF  MUSIC, 

OAKLAND  CITY. 

Oakland  City  College,  Oakland  City,  Gibson  county,  Indiana, 
was  organized  June  1,  1885,  the  following  signatures  appearing 
under  the  articles  of  incorporation:  J.  B.  Cox,  Evansville,  Ind; 
D.  B.  Montgomery,  Owensville,  Ind;  Willis  Charles,  Evansville, 
Ind ;  W.  P.  Hale,  Owensville,  Ind ;  J.  McE.  Montgomery,  Owens- 
ville, Ind ;  W.  M.  Cockrum,  Oakland  City,  Ind ;  L.  Houchin,  Pike 
county,  Ind;  G.  B.  Young,  Poseyville,  Ind;  J.  O.  M.  Selby, 
Petersburg,  Ind ;  Geo.  A.  Butter,  Oakland  City,  Ind. 

The  purpose  of  the  institution  is  set  forth  in  article  1  of  the 
articles  of  association:     ^^The  purpose  of  this  association  is  the 


570  EDUCATION  IN  INDIANA. 

founding,  endowing  and  maintaining  within  the  bounds  hereto- 
fore mentioned  a  college  for  the  use  and  benefit  of  the  General 
Baptist  denomination  in  the  United  States  which  shall  embrace 
a  preparatory,  scientific,  classical,  and  theological  course  of 
study." 

The  trustees  of  this  institution  are  elected  by  the  general  asso- 
ciation of  General  Baptists  in  the  United  States  at  its  annual 
meeting. 

After  the  organization  in  1885  immediate  steps  were  taken 
looking  to  the  erection  of  a  building  and  the  raising  of  an  endow- 
ment fund.  The  first  building  was  completed  in  1891,  and  the 
school  opened  its  first  session  in  the  spring  term  of  that  year 
under  the  direction  of  Dr.  A.  D.  Williams  as  president. 

In  response  to  the  call  for  endowment,  four  chairs  have  now 
been  endowed  and  many  unclassified  gifts  to  the  general  work 
have  been  received.  This  endovnnent  consists  of  520  acres  of 
productive  land,  75  town  lots  in  Oakland  City,  other  real  estate, 
and  several  thousand  dollars  in  interest  bearing  notes. 

The  institution  is  supported  from  the  income  on  its  endowment 
and  a  low  tuition  rate  of  $30  a  year  in  the  normal,  preparatory 
and  collegiate  departments. 

Since  its  organization  the  college  has  been  strictly  co-educa- 
tional, and  such  a  relation  between  the  sexes  has  been  maintained 
that  the  system  has  been  highly  satisfactory. 

The  original  scope  of  the  courses  has  been  gradually  enlarged 
to  meet  the  demands,  and  is  now  as  follows:  A  review  course 
in  the  common  branches,  teachers'  reading  circle  books,  method 
of  teaching,  etc.,  for  those  who  wish  to  take  the  county  teachers' 
examination;  a  three-year  normal  course,  which  is  a  thorough 
professional  teacher's  course  fitting  teachers  for  principalships 
and  higher  positions  in  the  teaching  line ;  a  four-year  preparatory 
course  conforming  to  the  general  entrance  requirements  in  all 
standard  colleges;  three  four-year  collegiate  courses — classical, 
literary,  and  scientific,  the  first  two  leading  to  the  degree  of  Bach- 
elor of  Arts,  the  last  to  the  degree  of  Bachelor  of  Science;  two 
theological  courses,  one  of  three  years,  the  other  of  two,  the 
former  leading  to  the  degree  of  Bachelor  of  Divinity;  a  four- 
year  course  in  piano,  a  four-year  course  in  voice,  and  a  three- 
year  course  in  violin. 


EDUCATION  IN  INDIANA.  5Y1 

In  1901  a  large  addition  was  built,  doubling  the  size  of  the 
original  structure.  Important  changes  were  made  in  the  equip- 
ment of  the  college  at  that  time.  A  commodious  and  well- 
equipped  gymnasium  was  added,  the  library  accommodations  were 
also  materially  increased.  One  of  the  prettiest  assembly  rooms 
in  the  State  filled  a  long-felt  want.  The  two  Christian  associ- 
ations were  given  permanent  quarters  in  the  college  building, 
thus  strengthening  the  spiritual  forces  of  the  school. 

The  college  grounds  are  situated  on  one  of  the  highest  eleva- 
tions overlooking  the  town  from  the  west,  giving  it  an  ideal 
location  from  a  sanitary  standpoint.  This  is  also  clearly  demon- 
strated in  a  fact  that  few  institutions  can  boast  of — during  the 
thirteen  years  of  its  history  not  a  single  student  has  ever  died 
while  enrolled  in  Oakland  City  College. 

The  present  attendance  is  187 — 86  males  and  101  females. 

The  present  faculty  consists  of  eight  members,  with  William 
Prentice  Bearing  as  president. 

The  characteristic  ideals  of  Oakland  City  College  may  be 
summed  up  as  follows:  Strong  courses  and  a  high  standard  of 
instruction,  low  expenses  for  students,  a  vigorous  mental,  moral 
and  physical  life,  a  definite  recognition  of  God,  a  radical  demo- 
cratic spirit  (no  fraternities),  the  gospel  of  hard  work. 

c.     VALPARAISO  COLLEGE,  VALPARAISO. 

Organized  first  as  the  [N^orthern  Indiana  ^JsTormal  School,  was 
founded  by  its  present  president,  Henry  B.  Brown,  in  the  city 
of  Valparaiso,  Indiana,  September  16,  18T3,  with  35  students 
in  attendance.  Tor  two  years  it  was  conducted  under  the  charter 
granted  the  Valparaiso  Male  and  Female  College,  an  institution 
which  had  been  established  many  years  prior  to  this  time,  but 
was  abandoned  some  three  years  before  the  I^orthern  Indiana 
I^ormal  School  was  established. 

The  building  (there  was  but  one)  and  the  grounds,  through 
neglect,  had  become  almost  worthless.  To  these  very  uninviting 
surroundings  students  were  asked  to  come.  The  charter  of  Val- 
paraiso Male  and  Female  College  was  somewhat  restricted  in 
its  scope,  and  it  was  extended  by  the  following  articles  of  asso- 
ciation to  include  the  l^orthern  Indiana  Normal  School: 


5Y2  EDUCATION  IN  INDIANA. 

Articles  of  Association  of  the  Noethern  Indiana  Normal  School 
AND  Business  Institute. 
Be  it  known  that  we,  the  undersigned,  Henry  B.  Brown,  John  N. 
Sldnner,  Joseph  Gardner,  Azariali  Freeman,  DeForest  L.  Skinner,  Marquis 
L.  McClelland,  Artillus  V.  Bartholomew,  John  C.  Flint  and  Gottleib  Bloch, 
all  of  the  city  of  Valparaiso,  in  the  county  of  Porter  and  state  of  Indiana, 
have  associated,  and  by  these  presents  do  associate  ourselves  together  as  a 
corporation  under  the  corporate  name  of  the  board  of  trustees  of  The 
Northern  Indiana  Normal  School  and  Business  Institute,  for  the  purpose 
of  establishing  and  maintaining  a  high  school  or  institution  of  learning 
to  be  known  as  the  Northern  Indiana  Normal  School  and  Business  Insti- 
tute, the  same  to  be  located  at  the  city  of  Valparaiso,  in  the  county  of 
Porter  and  state  of  Indiana.  Any  person  may  become  a  member  of  this 
corporation  by  the  unanimous  vote  of  all  these  members  thereof,  and  not 
otherwise. 

It  is  further  provided  by  these  articles  of  association  that  the  said 
Henry  B.  Brown  shall  be  president  of  the  faculty  of  said  institution  of 
learning  and  treasurer  of  the  corporation.  As  such  president  of  faculty 
the  said  Henry  B.  Brown  shall  have  the  exclusive  authority  to  employ  and 
discharge  all  teachers,  to  prescribe  the  course  of  study,  the  terms  of  ad- 
mission and  rates  of  tuition,  and  to  admit  and  discharge  from  said  insti- 
tution all  pupils. 

As  treasurer  of  said  corporation  the  said  Henry  B.  Brown  shall  pro- 
vide suitable  buildings  for  the  use  of  said  institution,  receive  all  moneys 
due  the  corporation  for  tuition  or  otherwise,  disburse  the  same  in  the  in- 
terest of  the  corporation  and  render  an  account  of  such  receipts  and  dis- 
bursements to  the  board  of  trustees  at  their  meeting  to  be  held  annually 
on  the  first  Monday  in  June.  The  corporate  seal  of  said  corporation  shall 
be  a  device  representing  an  open  book  surrounded  with  the  words  "North- 
ern Indiana  Normal  School  and  Business  Institute,  Valparaiso,  Ind." 
These  articles  of  association  and  incorporation  may  be  amended  or 
changed  at  any  regular  meeting  of  the  board  of  trustees  by  the  unanimous 
vote  of  all  the  members  of  the  corporation.  The  officers  of  said  corpora- 
tion shall  be  a  president,  vice-president,  secretary  and  treasurer,  who 
shall  respectively  discharge  all  the  duties  usually  required  of  such  ofiicers 
in  similar  institutions.  The  president,  vice-president  and  secretary  shall 
be  elected  by  the  board  of  trustees  at  the  first  regular  meeting  thereof 
and  annually  thereafter.  A  majority  of  the  board  of  trustees  shall  con- 
stitute a  quorum  for  the  transaction  of  all  business,  except  the  admis- 
sion of  new  members,  the  changing  or  amending  of  these  articles  of  as- 
sociation, or  the  contracting  of  any  indebtedness,  which  shall  only  be  done 
by  the  unanimous  vote  of  all  the  members  of  the  corporation. 

H.   B.  BROWN, 
J.  N.  SKINNER, 
JOSEPH  OARDNE'R, 
A.  FREEMAN, 
D.  L.  SKINNER, 
M.  L.  M'CLELLAND, 
A.  V.  BARTHOLOMEW. 
J.  C.   FLINT, 
G.   BLOCH. 
Northern  Indiana  Normal  School  and  Business  Institute.    Valparaiso,  Ind. 


EDUCATION  IN  INDIANA.  573 

Under  this  charter  the  school  was  operated  until  July  16,  1902, 
when  its  demands  outgrew  the  provisions  of  the  old  charter  and 
a  ncAv  one  was  granted  to  Valparaiso  College  and  I^orthern  Indi- 
ana N^ormal  School,  which  reads  as  follows: 

Department  of  State.— Certificate. 
State  of  Indiana,  Office  of  the  Secretary  of  State,  ss: 
To  all  whom  these  presents  shall  come,  Greeting: 

Whereas,  A  statement  verified  by  oath,  having  been  filed  in  the  office 
of  the  secretary  of  state  of  the  state  of  Indiana,  on  the  16th  day  of  July, 
1902,  for  the  organization  of  the  Valparaiso  College,  without  capital  stock, 
under  and  in  accordance  with  the  provisions  of  an  act  entitled  "An  act  to 
amend  an  act  entitled  'An  act  for  the  incorporation  of  high  schools,  acad- 
emies, colleges,  universities,  theological  and  missionary  boards,'  approved 
February  28,  1885,  approved  March  9,  1867,  and  the  various  acts  amend- 
atory thereof  and  supplementary  thereto." 

Now,  Therefore,  I,  Union  B.  Hunt,  secretary  of  state  of  the  state  of 
Indiana,  by  virtue  of  the  powers  and  duties  vested  in  me  by  law,  do 
hereby  certify  that  the  said  college  is  a  body  politic  and  corporate,  au- 
thorized and  empowered  by  the  laws  of  the  state  of  Indiana  to  transact 
business  under  the  provisions  of  said  acts. 

In  Witness  Whereof,  I  have  hereunto  set  my  hand  and  affixed  the  seal 
of  the  state  of  Indiana,  at  the  city  of  Indianapolis,  this  16th  day  of  July, 
A.  D.  1902. 

(Signed)  Union  B.  Hunt, 

(Seal.)  Secretary  of  State. 

In  1873  the  faculty  consisted  of  four  members.  !N^ow  there 
are  seventy  professors,  besides  a  number  of  tutors.  At  the  be- 
ginning of  the  school  there  was  but  a  part  of  what  is  known 
as  the  old  college  building.  This  building  has  since  been  enlarged 
to  more  than  twice  its  former  size,  and  seven  other  buildings 
have  been  erected: 

The  auditorium,  60  by  120  feet,  three  stories  high,  besides 
containing  a  number  of  recitation  rooms,  has  the  large  assembly 
hall,  which  has  a  seating  capacity  of  2,041. 

Science  hall,  of  the  same  dimensions  as  the  auditorium. 

Commercial  hall,   100  by  100  feet,  three  stories  high. 

Law  building,  00  by  90  feet,  two  stories  high. 

Medical  college  (in  Chicago  but  owned  by  the  school),  90 
by  150  feet,  four  stories  high. 

'Egw  hospital,  90  by  150  feet,  5  stories  high. 

In  addition  to  the  foregoing  the  school  has  erected  a  number 
of  large  dormitory  buildings   and  several  smaller  buildings  for 


674  EDUCATION  IN  INDIANA, 

the  same  purpose.  The  institution  has  also  erected  a  building 
known  as  the  supply  building.  This  contains  the  printing 
presses,  bindery,  book-renting  department  and  general  supply 
store.  When  the  school  was  established  there  were  four  depart- 
ments— preparatory,  teachers',  commercial,  scientific.  At  the 
present  time  there  are  the  following  departments:  Preparatory, 
teachers,  psychology  and  pedagogy,  kindergarten,  scientific,  clas- 
sic, biology,  geology  and  mineralogy,  engineering,  manual  train- 
ing, Spanish,  elocution  and  oratory,  pharmacy,  medicine,  music, 
fine  arts,  law,  commercial,  penmanship,  phonography  and  type- 
writing, review. 

The  school  is  now  quite  well  equipped.  It  has  a  library 
occupying  a  space  of  60  by  90  feet.  This  contains  more  than 
11,000  volumes  of  the  very  best  reference  books,  besides  all  of 
the  most  popular  magazines  and  a  number  of  the  best  daily 
papers.  This  is  free  to  all  students.  The  new  science  hall  is 
well  equipped  with  the  latest  and  most  approved  apparatus.  It 
has  a  capacity  in  its  laboratories  for  400  students  working  at 
one  time,  and  as  these  usually  work  not  more  than  four  hours 
each  day,  three  times  the  number,  or  1,200,  can  be  accommo- 
dated daily.  Very  few  schools  in  the  west  are  better  equipped 
for  science  work. 

The  building  which  contains  the  school  of  commerce  is  pro- 
vided with  a  more  extensive  line  of  ofiices  than  has  ever  been 
attempted  by  any  other  school.  The  course  covers  not  only  book- 
keeping, actual  business,  commercial  law,  etc.,  but  history  of 
commerce,  commercial  geography,  mathematics,  etc.  The  pur- 
pose of  this  department  is  not  only  to  prepare  young  people  for 
bookkeepers,  but  also  for  teaching  these  various  branches  in  our 
public  schools. 

The  phonographic  department  is  supplied  with  50  new  Rem- 
ington typewriters  of  the  latest  pattern,  together  with  a  number 
of  Smith-Premier  and  Oliver  machines. 

The  art  department  is  quite  well  equipped  with  models  of 
various  kinds,  for  painting,  crayon  work,  etc.  It  is  also  supplied 
with  apparatus  for  china  painting,  pyrography,  etc.  The  facil- 
ities for  drawing  are  also  very  complete. 


EDUCATION  IN  INDIANA.  5Y6 

The  music  department  is  supplied  with  45  pianos  (two  of 
which  are  grand  pianos)  and  5  organs. 

The  law  department  has  quite  a  complete  law  library  of  its 
own  in  the  law  building. 

The  department  of  psychology  and  pedagogy  is  equipped  with 
all  of  the  apparatus  necessary  for  thoroughly  elucidating  the 
subjects. 

The  manual  training  department  is  well  equipped  for  doing 
all  of  the  work  required  by  our  public  schools,  commencing  with 
the  primary  department  and  continuing  through  the  high  school. 

The  boarding  department,  which  is  very  extensive,  receives 
the  personal  attention  of  the  management  of  the  school.  It  is 
equipped  with  all  of  the  latest  and  most  approved  appliances 
for  the  economical  and  scientific  preparation  of  foods.  It  has 
its  own  ovens,  cold  storage,  ice-houses,  etc.  By  giving  constant 
care  it  has  solved  the  problem  of  "How  to  provide  an  abundance 
of  well-prepared  food  at  the  very  lowest  expense." 

The  enrollment  thirty  years  ago  was  35  students.  The  enroll- 
ment of  different  students  for  the  past  year  was  3,Y42,  and 
this  year  the  number  of  different  students  enrolled  will  exceed 
4,000. 

The  school  is  self-supporting.  While  the  management  has, 
from  time  to  time,  in  the  erection  of  buildings  and  the  supplying 
of  equipments,  drawn  upon  its  own  private  resources,  yet  the 
school  has  been  managed  in  such  a  careful,  business-like  way, 
and  the  funds  have  been  so  judiciously  invested  as  to  create 
a  fund  which  not  only  defrays  the  current  expenses,  but  the 
expense  of  the  improvements  as  well. 

d.    THE  CE-NTRAL  NORMAL  COLLEGE,  DANVILLE. 

This  college  was  established  at  Ladoga,  Indiana,  September, 
1876,  by  W.  F.  Harper  and  J.  W.  Darst.  It  was  removed  to 
Danville  in  18Y8.  The  same  year  Frank  P.  Adams  succeeded 
to  the  presidency.  He  had  come  into  the  faculty  the  preceding 
year  under  most  favorable  circumstances,  and  at  once  became 
the  most  popular  teacher  with  a  great  majority  of  the  students. 
His  character  is  difficult  to  analyze.  His  mysterious  power  in 
binding  both  old  and  young  to  him  was  certainly  not  due  to 


576  EDUCATION  IN  INDIANA. 

his  experience  or  education.  It  was  a  thing  of  nature,  apparent 
to  all  who  met  him.  He  had  a  strong  mind,  unusual  energy 
and  an  unyielding  ambition  to  carry  to  success  whatever  he 
undertook.  He  entered  on  his  new  work  determined  to  succeed, 
and  it  was  soon  evident  that  he  had  infused  new  life  into  the 
institution. 

He  selected  the  best  teachers  he  could  secure,  and  the  attend- 
ance rapidly  increased.  He  worked  day  and  night,  and  it  was 
soon  evident  that  his  health  was  failing.  He  could  not  be  per- 
suaded to  rest.  So  interested  was  he  in  his  great  work  that  he 
continued  as  long  as  he  could.  His  death  occurred  in  1882. 
At  his  request  his  wife  assumed  the  duties  of  the  presidency, 
and  Prof.  John  A.  Steele  was  made  vice-president  and  business 
manager. 

In  1884  Prof.  Steele  was  compelled  to  leave  his  work  and 
seek  health  in  Florida.  He  was  disappointed  in  that.  He 
returned  in  the  spring  of  1885  but  died  in  May  of  that  year. 
During  his  illness  Prof.  C.  A.  Hargrave  had  been  intrusted 
with  the  business  management.  This  work  he  continued  to  do 
under  the  title  of  secretary  and  treasurer  of  the  college  until 
1889,  when  he  was  made  president.  Miss  A.  Kate  Huron,  now 
Mrs.  D.  B.  Gilbert,  was  vice-president.  These  changes  were 
due  to  the  marriage  of  Mrs.  Adams  to  Mr.  James  A.  Joseph. 
The  college  was  her  private  property,  and  in  1890  she  promoted 
Prof.   Joseph  to  the  presidency. 

In  1900  the  college  was  sold  to  a  company  of  Danville  citizens, 
incorporated  under  the  state  laws,  and  entirely  reorganized.  The 
new  officers  were :  Jonathan  Rigdon,  president ;  G.  L.  Spillmann, 
vice-president;  C.  A.  Hargrave,  secretary  and  treasurer.  In  1902 
Prof.  Spillmann  moved  to  Florida  and  in  1903  Prof.  Rigdon 
i*esigned.  The  new  officers  are:  A.  J.  Kinnaman,  Ph.  D., 
president;  G.  W.  Dunlavy,  vice-president;  C.  A.  Hargrave,  sec- 
retary and  treasurer. 

The  college  sustains  the  ^following  courses  and  departments: 
Pour  general  college  courses,  law  course,  two  business  courses, 
department  of  instrumental  music,  department  of  voice,  de- 
partment  of  art,   the  model  school. 


EDUCATION  IN  INDIANA.  5Yt 

The  faculty  has  consisted  of  from  15  to  25  members  since 
1880,  the  number  at  this  time  being  23. 

The  board  of  trustees  consists  of  seven  members,  all  residing 
in  Danville.  They  are  Judge  Thos.  J.  Cofer,  G.  T.  Pattison, 
Eev.  Townsend  Cope,  Chas.  L.  Hollowell,  O.  E.  GuUey,  J.  D. 
Hogate  and  C.  A.  Hargrave.  The  first  two  are  president  and 
secretary,  respectively.  They  are  chosen  annually  by  the  stock- 
holders. 

The  college  has  two  large  buildings  known  as  Chapel  Hall 
and  Recitation  Hall.  They  are  entirely  devoted  to  school  uses, 
being  in  no  part  dormitories  or  boarding  houses.  They  give 
ample  accommodations  for  1,000  students.  The  library  is  located 
in  Chapel  Hall.  The  laboratories  are  located  in  Recitation  Hall. 
There  also  are  the  society  rooms,  the  studio  and  the  large  business 
hall.  A  large  supply  of  new  physical  and  chemical  apparatus 
has  just  been  purchased.  Maps,  globes,  skeletons,  manikins, 
microscopes,  a  telescope,  a  stereopticon,  and  many  other  valuable 
aids  are  provided.  There  are  available  nearly  1,000  microscopic 
slides. 

The  sole  support  of  the  college  is  the  tuition  paid  by  students. 
Not  a  cent  is  received  from  church  or  state. 

The  attendance  has  varied  from  Y50  to  1,500  different  students 
annually.  The  average  term  attendance  for  the  year  has  been 
from  300  to  400. 

Twenty-five  thousand  students  have  attended  the  college,  and 
at  least  twenty-five  hundred  have  graduated  from  the  various  de- 
partments. It  is  probable  that  the  C.  E^.  C.  has  enrolled  more  In- 
diana teachers  than  any  other  college.  At  this  writing  (Feb.  '04) 
thirteen  states  and  territories  and  fifty-three  Indiana  counties 
are  represented. 

Dr.  Kinnaman  is  the  best  equipped  president  the  college  has 
ever  had.  He  has  about  him  a  strong  faculty.  The  desire  of 
every  member  is  to  do  honest  work.  The  attendance  this  year 
is  20  to  25  per  cent,  better  than  one  year  ago.  The  scientific 
class  is  larger  than  ever  before,  and  in  it  are  twenty  graduates 
of  commissioned  high  schools.  The  model  school  is  now  a  per- 
manent feature,  under  charge  of  Mrs.  E.  E.  Olcott.     There  is 

37— Education. 


678  EDUCATION  IN  INDIANA, 

evidently  a  place  for  the  college   and   it   will  put   forth   every 
effort  to  meet  all  demands  upon  it. 

e.    TRI-STATE  NORMAL  COLLEGE,  ANGOLA. 

This  school  was  founded  in  1884.  It  is  owned  by  five  people, 
who  appoint  the  board  of  trustees.  The  faculty  is  made  up 
of  fifteen  regular  and  ten  irregular  members.  The  ec[uipment 
consists  of  three  buildings  with  laboratories,  furnishings  and 
library,  costing  about  $40,000.  The  support  of  the  college  is 
wholly  by  tuition. 

f.    THE  MARION  NORMAL  COLLEGE,  MARION. 

The  first  movement  toward  the  establishment  of  the  Marion 
I^ormal  College  was  made  in  the  year  1890.  In  this  year  the 
formal  School  Stock  Company  of  Marion  was  incorporated  and 
a  brick  college  building  erected  on  Thirty-eighth  and  Washing- 
ton streets,  a  location  then  outside  the  corporate  limits  of  the 
city.  The  school  was  organized  with  a  business  department, 
normal  and  academic  courses  and  a  department  of  music.  In 
1894,  a  new  building  was  erected  on  Washington  and  Forty- 
second  streets.  This  building  is  a  modern  structure  of  pressed 
brick  and  stone,  ninety  feet  long,  eighty  feet  wide  and  three 
stories  in  height.  In  the  year  189Y,  the  school  passed  into  the 
hands  of  its  present  owner.  Prof.  C.  W.  Boucher.  The  school 
was  then  placed  on  a  sound  financial  basis.  It  was  immediately 
reorganized.  The  school  year  was  divided  into  five  terms  of  ten 
weeks  each,  making  practically  a  continuous  session  of  fifty  weeks 
each  year. 

The  work  of  the  normal  school  proper  is  divided  into  four 
successive  courses,  each  requiring  a  year  of  fifty  weeks  each. 
These  courses  are:  Preparatory,  teachers'  common  school  course, 
scientific  course,  and  classic  course.  In  connection  with  the  nor- 
mal school  proper  is  a  practice  training  school,  which  is  a  part  of 
the  city  school  system  of  Marion,  yet  organized  and  used  as 
a  practice  school  for  students  in  the  normal  school  who  have 
advanced  far  enough  to  take  the  method  and  practice  work  ad- 
vantageously. Students  entering  the  school  are  not  required  to 
take  any  one  of  the  regular  courses,  unless  desiring  to  graduate 


EDUCATION  IN  INDIANA.  579 

from  the  institution,  but  are  free  to  choose  any  subjects  which 
they  may  desire  to  pursue. 

There  is  also  sustained  a  school  of  oratory  and  dramatic  art, 
which  consists  of  a  full  two  years'  course  in  both  class  and 
private  instruction. 

The  business  university  consists  of  the  departments  of  teleg- 
raphy, stenography  and  typewriting,  bookkeeping  and  commercial 
law.  These  departments  are  thoroughly  equipped  with  all  of 
the  modern  instruments  and  appliances,  and  are  as  complete  as 
it  is  possible  to  organize  them. 

Another  department  of  the  school  is  a  conservatory  of  music, 
in  which  instruction  in  all  kinds  of  instrumental  music  is  given 
as  well  as  a  thorough  course  in  voice  culture.  There  is  also 
a  two  years'  law  course,  the  completion  of  which  admits  the 
graduate  to  the  bar  in  the  state  of  Indiana.  In  1890  another 
college  building  was  erected,  at  a  cost  of  about  $25,000.  In 
this  are  conducted  the  school  of  music  and  all  departments  of 
the  business  university,  thus  removing  all  noise  and  confusion 
from  the  normal  school  proper. 

The  school  is  regularly  incorporated  under  the  laws  of  Indiana, 
and  is  empowered  to  confer  such  degrees  as  the  various  courses 
may  warrant. 

The  school  is  private,  its  officers  consisting  of  president,  vice- 
president  and  secretary. 

The  faculty  consists  of  seventeen  members. 

The  school  is  equipped  with  two  large  buildings,  erected  espe- 
cially to  accommodate  the  various  departments  of  the  school. 
It  has  a  chemical  and  physical  laboratory  and  a  good  working 
library.  The  business  school  is  thoroughly  equipped  with  the 
best  telegraphic  instruments,  the  various  makes  of  modern  type- 
writers, and  a  full  line  of  offices  and  banks  for  actual  business 
work  in  all  lines  of  practice  bookkeeping  and  commercial  work. 
There  has  been  added  a  manual  training  department,  fully 
equipped  for  all  lines  of  desk-work.  This  is  for  giving  special 
instruction  to  teachers  in  the  normal  school,  as  well  as  for  the 
general  student. 

The  enrollment  varies  from  600  to  1,000  annually,  varying 
at  different  periods  of  the  year. 

The  institution  is  supported  by  tuition  paid  by  the  students. 


580  EDUCATION  IN  INDIANA. 

As  the  school  is  now  organized  and  equipped,  it  meets  all  the 
demands  of  those  desiring  to  teach  in  any  grade  of  public  school 
work  whatever,  and  fits  young  men  and  women  to  meet  the 
most  exacting  demands  in  all  lines  of  business  work.  The  work 
is  thorough  and  in  accord  with  advanced  educational  ideas.  The 
standing  with  both  private  and  state  institutions  is  excellent, 
all  grades  being  accepted  at  their  full  value.  The  school  is 
prosperous  in  all  of  the  various  departments,  and  grows  steadily 
in  numbers  and  influence.  It  occupies  a  commanding  site  on 
Washington  street,  the  main  thoroughfare  of  the  city,  while  the 
electric  cars  run  to  the  doors  every  twenty  minutes.  It  has 
all  the  city  conveniences  and  free  mail  delivery  twice  each  day. 
The  school  is  progressive  and  the  surroundings  such  as  to  make 
it  desirable  in  every  particular. 

g.    ROCHESTER  NORMAL  UNIVERSITY,  ROCHESTER. 

The  school  was  founded  in  1895.  The  charter  provides  for 
conferring  ordinary   college   degrees. 

The  aim  of  the  projectors  of  the  school  was  to  offer  courses 
of  study  that  would  meet  the  needs  of  district  and  high  school 
teachers;  that  would  furnish  academic  work  exactly  adapted  to 
the  wants  of  those  who  wished  to  prepare  for  college  or  university ; 
also  to  furnish  advanced  courses  in  science,  history,  literature, 
language,  mathematics,  forensics,  civics,  and  oratory,  that  should 
entitle  students  to  college  degrees.  Accordingly,  the  school  was 
chartered  under  the  laws  of  Indiana,  and  is  competent  to  confer 
degrees  upon  those  who  are  entitled  to  receive  them. 

A  department  of  music  was  established,  and  appropriate  work 
in  voice  culture  and  piano,  organ,  band,  and  stringed  music  has 
been  offered.  Commercial,  shorthand  and  typewriting  courses 
were  likewise  added. 

This  aim  has  been  well  met,  and  friends  of  the  E.  1^.  U. 
do  not  hesitate  to  place  its  work  in  the  highest  rank  of  excel- 
lence. The  president,  W.  H.  Banta,  says:  "It  is  our  policy 
to  do  all  our  work  so  thoroughly  well  that  the  school  shall  be 
known  for  the  good  scholarship  of  its  students,  and  the  superior 
qualifications  of  its  teachers." 


EDUCATION  IN  INDIANA.  681 

The  board  of  trustees  were  first  selected  by  a  committee  of 
citizens,  but  are  now  chosen  annually  by  vote  of  board  under 
the  charter. 

The  faculty  consists  of  eleven  instructors. 

The  present  equipment  is  that  of  a  modern  academy — ^good 
scientific  laboratory  and  good  library,  and  fairly  good  general 
equipment. 

Present  enrollment,  350. 

The  institution  is  supported  entirely  by  tuition  from  the  stu- 
dents.     'No  endowment. 

Ji.    GOSHEN  COLLEGE,  GOSHEN. 

The  Elkhart  institute  was  founded  at  Elkhart,  Indiana,  in 
1894,  and  was  continued  at  that  place  as  a  bible  and  preparatory 
school  until  1903,  when  it  was  moved  to  Goshen,  enlarged  into 
a  junior  college,  and  named  Goshen  college. 

The  college  is  owned  and  controlled  by  a  stock  company  com- 
posed of  Mennonite  stockholders  who  elect  from  their  own  num- 
ber a  board  of  directors  of  "25  members.  This  board  elects  its 
own  officers  and  a  local  executive  board,  which  has  full  charge 
of  affairs  between  the  annual  meetings  of  the  directors. 

The  faculty  now  numbers  16,  of  which  eight  devote  all  their 
time  to  the  work  in  the  college. 

The  college  has  a  campus  of  ten  acres  and  two  buildings. 
The  main  building  is  used  for  the  college  work  and  the  other 
building  for  a  general  dining  hall  and  a  ladies'  dormitory. 

In  the  main  building  are  an  assembly  hall,  seating  TOO,  library 
and  reading  room,  three  laboratories,  gymnasium  and  bath  room, 
14  recitation  and  lecture  rooms,  and  offices. 

The  enrollment  for  this  year  is  135. 

The  institution  is  supported  by  tuition,  income  from  endow- 
ment and  donations.  It  has  now,  in  real  estate,  equipment  and 
endowment,  property  amounting  to  $Y5,000. 

The  college  has  the  following  departments:  Junior  college, 
academy,  normal,  bible,  commercial,  elocution,  music,  and  art. 


582  EDUCATION  IN  INDIANA, 

I.    THE     INDIANA     KINDERGARTEN     AND     PRIMARY     NORMAL 
TRAINING  SCHOOL,  INDIANAPOLIS. 

When  the  Indianapolis  free  kindergartens  were  inaugurated 
in  1882,  their  maintenance  was  undertaken  by  a  private  associ- 
ation known  as  the  Children's  Aid  Society,  a  branch  of  the 
Social  Science  Club.  Mrs.  Eliza  A.  Blaker,  as  superintendent, 
directed  the  first  kindergarten  and  supervised  the  two  others 
opened  during  the  first  year.  She  instituted  a  private  normal 
school  to  provide  competent  assistants  for  the  free  kindergarten 
work.  In  1884  the  free  kindergarten  organization  was  incor- 
porated as  the  Indianapolis  Free  Kindergarten  and  Children's 
Aid  Society.  A  year  later  the  normal  training  school  was 
adopted  as  an  integral  part  of  the  system  and  has  since  main- 
tained its  vital  relations  with  the  free  kindergartens. 

The  trustees  of  the  normal  school  are  those  of  the  free  kinder- 
gartens— the  ofiicers,  the  twelve  members  of  the  executive  board 
and  the  advisory  board  of  ten  members.  Mrs.  E.  A.  Blaker, 
superintendent  of  free  kindergartens  and  domestic  training 
schools,  has  always  been  principal  'of  the  normal  school.  The 
foregoing  officers  and  trustees  are  elected  at  the  annual  meeting 
of  the  Eree  Kindergarten  and  Children's  Aid  Society,  whose 
members  are  qualified  by  the  payment  of  an  annual  fee. 

The  normal  school  was  for  twenty-one  years  without  perma- 
nent or  adequate  accommodations  for  its  work — occupying  at 
various  times  free  kindergarten  buildings,  church  and  office 
rooms  and  dwelling-houses,  until  it  outgrew  them  all.  Keeping 
pace  with  the  kindergartens,  its  work  has  grown  uniformly  and 
healthfully  to  its  present  proportions.  Erom  a  one  year's  course, 
enrolling  eight  pupils  in  1882,  it  has  increased  its  dimensions 
to  a  three  years'  course,  with  a  present  enrollment  of  one  hun- 
dred and  eighteen  students.  In  1903,  through  the  zeal  of  Mrs. 
H.  S.  Tucker,  treasurer  of  the  society,  and  others,  the  present 
edifice  was  erected.  Its  cost  of  forty  thousand  dollars  was  raised 
entirely  by  private  subscriptions.  The  new  structure,  known 
as  the  William  N".  Jackson  Memorial  Institute,  is  hygienically 
located  near  the  northern  outskirts  of  the  city  and  is  substan- 
tially built  of  brick  and  stone.  It  is  perfectly  adapted  to  the 
purposes  of  its  existence,  with  comfortable  offices,  library,  large 


EDUCATION  IN  INDIANA.  583 

assembly  hall,  gymnasium,  adequate  class-rooms  and  a  full  equip- 
ment for  domestic  training,  which  is  an  essential  feature  of 
the  normal  course. 

The  school  has  a  regular  faculty  of  fourteen  members,  besides 
the  special  teachers  and  lecturers  in  physical  culture,  vocal  music, 
cooking  and  culture  subjects,  ^ine  of  these  members  are  asso- 
ciated with  the  morning  kindergartens  as  supervisors  and  direc- 
tors. All  are  departmental  teachers  of  the  normal  school.  The 
course  of  study  was  for  the  first  few  years  a  one-year's  course 
to  which  a  post-graduate  class  in  primary  Avork  was  added  in 
1886.  A  third-year  class  was  organized  in  1890  for  students 
specially  adapted  for  normal  work.  In  1898  the  certificate  at 
the  close  of  the  first  year  was  abolished,  and  all  students  were 
required  to  complete  two  years'  work  before  graduation.  The 
third  year  is  still  optional,  but  gives  evidence  of  increasing  pop- 
ularity, as  the  necessity  for  thorough  preparation  for  kindergar- 
tening   is   recognized. 

Until  the  year  1902-1903  the  work  of  normal  school  and  kin- 
dergarten was  entirely  supported  by  private  donations,  supple- 
mented by  the  fees  of  the  students  and  voluntary  offerings  of 
the  parents.  Through  the  efforts  of  the  executive  and  advisory 
boards  of  the  Indianapolis  Free  Kindergarten  Society,  the  leg- 
islature of  1901  passed  a  bill  providing  for  a  special  tax  levy 
for  kindergarten  purposes,  of  one  cent  on  every  hundred  dollars, 
in  all  cities  of  six  thousand  or  more  inhabitants.  By  special 
dispensation  and  in  recognition  of  its  efficient  service  and  eco- 
nomical administration,  the  money  so  raised  in  Indianapolis  is 
given  to  the  Free  Kindergarten  Society.  This  has  enabled  the 
society  to  continue  and  enlarge  its  work  and  has  given  it  courage 
to  undertake  the  execution  and  maintenance  of  the  present  nor- 
mal school  building.  Although  the  funds  for  the  normal  school 
are  still  raised  by  private  means,  its  connection  with  the  free 
kindergartens  enables  the  institution  to  do  its  work  economically 
without  in  any  way   crippling  its  effectiveness. 


584  EDUCATION  IN  INDIANA. 

a   SPECIAL  STATE  INSTITUTIONS* 

1.     STATEMENT. 

In  a  government  where  the  education  and  training  of  the  youth 
toward  intelligent  and  capable  citizenship  is  a  necessity,  the  work 
is  best  done  by  the  state.  Hence,  we  have  our  system  of  free  public 
schools.  In  the  operation  of  these,  numbers  are  found  who  from 
defects  are  incapable  of  receiving  education  by  the  usual  methods, 
and  the  state  is  obliged  to  organize  and  maintain  special  schools 
where  the  needs  of  such  may  be  met — not  as  charities,  but  as 
parts  of  the  great  scheme  of  public  education.  Such  are  the  state 
schools  for  the  education  of  the  deaf,  the  blind,  and  other  de- 
fectives. These  schools  are  educating  both  the  head  and  the 
hand  of  both  sexes — the  best  possible  training  for  citizenship. 
Among  the  graduates  are  ministers,  teachers,  writers,  artists, 
scientists,  skilled  laborers  in  many  branches  of  industry — self- 
supporting,  honorable  citizens. 

a.    THE  INDIANA  STATE   SCHOOL  FOR  THE  DEAF. 

BY  RICHARD   OTTO   JOHNSON,    SUPERINTENDENT. 

The  Indiana  Institution  for  the  Education  of  the  Deaf  was 
founded  as  a  private  school  in  1843,  incorporated  as  a  state 
school  in  1844,  and  was  the  seventh  state  school  for  the  deaf 
established  in  the  United  States,  those  preceding  being  in  Con- 
necticut, 1817;  N'ew  York,  1818;  Pennsylvania,  1820;  Ken- 
tucky, 1823 ;  Ohio,  1829 ;  Virginia,  1839.  Although  established 
and  referred  to  as  an  "asylum  for  deaf  and  dumb,''  following  the 
nomenclature  of  the  day  and  without  adequate  conception  upon 
the  part  of  the  founders  of  its  educational  scope  and  future  de- 
velopment, it  is  in  no  sense  an  asylum  for  the  deaf  nor  a  place  of 
refuge  for  those  who  can  not  talk — neither  is  it  a  prison,  a  reform 
school,  an  almshouse,  a  children's  home,  nor  a  hospital.  It  is 
strictly  an  educational  institutk)n — a  school  in  its  widest  and  best 
sense,  and  a  part  of  the  common  school  system  of  the  state,  where- 
in all  children  of  the  state  too  deaf  to  be  properly  educated  in  the 
public  schools  receive  an  education  as  a  matter  of  right,  not  as  a 
matter   of  charity.      It  was   the   second   educational   institution 


EDUCATION  IN  INDIANA.  585 

established  in  Indiana,  the  first  being  the  Indiana  State  Uni- 
versity in  1828,  and  preceded  the  institution  for  the  blind  three 
years  and  the  hospital  for  the  insane,  four  years. 

In  Indiana  in  1830  there  were  114  deafmutes,  in  1840  the 
number  had  increased  to  312,  and  yet  no  provision  had  been  made 
for  their  education  as  had  been  done  in  six  of  the  other  states.  In 
1841,  however,  one  James  McLean,  a  deaf  mute  and  a  reputed 
graduate  of  the  I^ew  York  school,  appeared  in  Parke  county  and 
opened  a  small  school  for  deafmutes  with  ^ve  or  six  in  attendance. 
This,  the  first  school  for  the  deaf  in  Indiana  lasted  only  a  few 
months,  but  long  enough  to  greatly  interest  William  C.  Bales, 
sheriff  of  Vermillion  county,  whose  deaf  son  was  receiving  an 
education  in  the  school  for  the  deaf  in  the  adjoining  state  of  Ohio. 
Just  at  this  most  opportune  time  Mr.  Bales  was  elected  a  member 
of  the  general  assembly  and  through  his  efforts,  on  February  11, 
1843,  the  following  preamble  and  resolution  was  passed  by  the 
assembly,  a  first  and  formal  acknowledgment  of  the  obligation  of 
the  state  to  provide  means  for  the  education  of  the  deaf : 

Whereas,  It  has  been  represented  to  this  general  assembly  that  James 
McLean  is  a  deafmute  school  teacher,  and  as  such  has  been  teaching  deaf 
and  dumb  orphans  and  indigent  children  of  Indiana  for  fifteen  months 
past  without  any  adequate  compensation;  and,  whereas,  it  has  been  fur- 
ther represented  to  us  that  the  said  McLean  is  poor,  and  believing  as  we 
do  that  due  encouragement  should  be  given  to  such  laudable  efforts  to 
ameliorate  the  condition  as  far  as  possible  of  this  unfortunate  portion  of 
our  people,  and  that  efforts  of  that  kind  on  the  part  of  a  deaf  and  dumb 
citizen  of  Indiana  should  not  be  received  as  a  gratuity  by  the  state;  be  it 

Resolved,  By  the  general  assembly  of  Indiana,  that  the  treasurer  of 
state  be,  and  is  hereby  authorized  to  pay  to  said  McLean  the  sum  of  $200 
out  of  any  money  in  the  treasury  not  otherwise  appropriated,  as  compensa- 
tion for  services  rendered  as  aforesaid. 

One  year  later,  on  February  4,  1843,  Mr.  Bales,  still  a  member 
of  the  general  assembly,  introduced  a  bill  providing  for  a  tax  of 
two  mills  upon  each  one  hundred  dollars  worth  of  property  for 
the  purpose  of  "supporting  a  deaf  and  dumb  asylum."  This  bill 
was  passed  by  the  assembly,  became  a  law,  and  stands  as  the  first 
direct  tax  levy  ever  made  anywhere  for  a  school  for  the  deaf. 

A  short  time  after  this  William  Willard,  a  deafmute,  a  grad- 
uate of  the  Connecticut  school  and  later  a  teacher  in  the  Ohio 
school,   came  to  Indianapolis  for  the  purpose  of  establishing  a 


586  EDUCATION  IN  INDIANA. 

private  school  for  the  deaf.  Consultation  with  leading  citizens 
followed  and  a  meeting  was  called  on  May  30,  the  friends  of  deaf- 
mute  education  coming  from  various  parts  of  the  state.  The 
sense  of  this  meeting  was  indicated  by  resolutions : 

Resolved,  That  the  successful  example  of  Ohio  and  other  sister  states, 
iu  providing  for  the  instruction  of  the  deaf  and  dumb  within  their  bounds 
is  in  the  highest  degree  creditable  and  worthy  of  our  prompt  imitation, 
and  that,  as  citizens  of  Indiana,  we  are  gratified  with  the  interest  taken 
in  it  by  the  last  general  assembly  in  the  enactments  contemplating  pro- 
vision for  an  asjium  for  deafmutes  in  this  state,  of  Avhich  there  are, 
according  to  the  last  census,  three  hudred  and  twelve. 

Resolved,  That  the  testimonials  submitted  by  William  Willard  from 
His  Excellency,  Governor  Shannon;  H.  N.  Hubbell,  Esq.,  superintendent 
of  the  Ohio  deaf  and  dumb  asylum;  Rev.  Dr.  Hoge  and  other  distin- 
guished gentlemen  of  Ohio,  showing  that  William  Willard  has  been  for 
many  years  an  instructor  of  deafmutes  in  that  state,  and  has  justly  gained 
for  himself  a  high  reputation  as  a  teacher — that  he  is  a  gentleman  of  good 
moral  character,  of  the  first  respectability  and  every  way  worthy  of  the 
most  favorable  consideration  in  reference  to  the  instruction  of  deafmutes, 
are  highly  satisfactory;  and  we  are  gratified  with  the  visit  of  a  gentleman, 
himself  deaf  and  dumb,  so  highly  recommended  by  those  who  have  been 
connected  with  an  institution  of  such  distinguished  repute  as  the  one  at 
Columbus,  Ohio. 

'  Resolved,  That  we  approve  of  Mr.  Willard's  proposed  visit  to  different 
parts  of  the  state  for  the  purpose  of  communicating  with  deafmutes  and 
their  friends  in  relation  to  their  instruction  in  this  state;  and  that  we 
recommend  that  he  should,  after  such  a  visit,  commence  a  school  for 
deafmutes  on  a  small  scale  at  Indianapolis,  preparatory  to  such  further 
action  of  the  legislature  and  other  encouragement  as  may  be  given  for  the 
establishment  of  an  asylum;  and  that  in  such  visit  we  cordially  recom- 
mend Mr.  Willard  to  the  kind  attention  and  hospitality  of  the  citizens  of 
Indiana. 

On  October  1,  Mr.  Willard  opened  his  school  on  the  north  side 
of  Washington  street,  midway  between  Illinois  street  and  Capitol 
avenue,  with  twelve  scholars  in  attendance  who,  while  paying  for 
boarding,  paid  nothing  for  instruction. 

Gardener  bright  from  Eden's  bower, 
Tend  with  care  that  lily  flower; 
To  its  leaves  and  roots  infuse 
Heaven's  sunshine,  heaven's  dews. 
'Tis  a  type,  and-'tis  a  pledge. 
Of  a  crowning  privilege. 

The  general  assembly  convening  in  the  following  December,  its 
members   reflecting  the   awakened   interest   of  the   people,    still 


EDUCATION  IN  INDIANA.  587 

further  enhanced  by  the  glorious  work  already  commenced,  felt 
itself  in  duty  bound  to  take  charge  of,  and  defray  the  expenses  on 
behalf  of  the  state  of  the  private  school  now  under  way.  An  in- 
corporating board  of  nine  trustees  was  appointed  January  15, 
1844,  and  at  once  organized  the  "Indiana  Asylum  for  Deaf  and 
Dumb."  This  board  of  trustees  was  composed  of  some  of  the 
most  prominent  citizens  of  the  state,  being  Governor  James  Whit- 
comb,  Royal  Mayhew,  Esq.,  treasurer  of  state,  Hon.  John  H. 
Thompson,  Rev.  Henry  Ward  Beecher,  Rev.  Phineas  D.  Gurley, 
Rev.  Love  Jameson,  Livingston  Dunlop,  M.  D.,  .Hon  James  Mor- 
rison and  Bishop  President  Matthew  Simpson  of  Asbury  college. 
Mr.  Willard,  who  had  performed  such  mighty  work,  was  natu- 
rally and  justly  made  the  chief  officer  with  the  title  of  principal, 
and  under  the  new  arrangement  the  first  session  was  commenced 
October  1,  1844,  in  rented  quarters,  at  the  southeast  corner  of 
Illinois  and  Maryland  streets,  "a  large  and  commodious  building 
with  pleasure  grounds  of  sufficient  extent  to  afford  the  pupils 
ample  opportunity  for  exercise  and  recreation/'  the  same  having 
been  obtained  at  a  rental  of  $300  per  annum.  The  number  of 
pupils  starting  in  was  sixteen,  coming  from  the  following  coun- 
ties :  Bartholomew,  2  ;  Henry,  1 ;  Carroll,  1 ;  Marion,  2 ;  Clark, 
2 ;  Monroe,  1 ;  Dearborn,  1 ;  Randolph,  1 ;  Fayette,  1 ;  Tippe- 
canoe, 3 ;  Vermillion,  1. 

The  school  remained  in  its  first  quarters  until  the  close  of  the 
school  year  in  1846,  when  the  number  of  pupils  pressing  for  ad- 
mission became  so  great,  steps  Avere  taken  to  procure  larger  and 
more  commodious  quarters.  On  October  1,  1846,  the  school  was 
opened  in  a  large  three-story  building  of  imposing  appearance 
upon  the  south  side  of  Washington  street,  midway  between  Penn- 
sylvania and  Delaware  streets,  and  for  which  a  rental  of  $500 
per  year  was  paid.  At  the  time  of  incorporation  a  permanent 
location  had  not  been  agreed  upon,  and  a  warm  contest  now 
sprang  up  between  various  parts  of  the  state  as  to  which  should 
have  the  location,  the  rivalry  principally  being  between  Blooming- 
ton  and  Indianapolis.  The  superintendent  at  the  time,  Mr.  James 
Brown,  entered  into  quite  an  extensive  correspondence  with  the 
heads  of  other  similar  institutions  in  the  United  States,  concern- 
ing the  location,  and  laid  the  same  before  the  committee  on  edu- 


588  EDUCATION  IN  INDIANA. 

cation  of  the  general  assembly,  to  which  the  question  had  been 
referred.  They  finally  decided  not  to  accept  the  liberal  offer  of 
Bloomington,  pledging  a  bonus  in  land  and  cash  amounting  to 
nearly  $4,000,  and  one  per  cent,  on  each  one  hundred  dollars' 
worth  of  property  within  the  county,  but  thereupon  located  the 
institution  at  Indianapolis  because  of  its  being  the  capital,  a  rail- 
road center  accessible  from  all  parts  of  the  state,  and  for  other 
good  and  sufficient  reasons. 

At  this  same  session  of  the  general  assembly  steps  were  taken 
for  the  purchase  of  a  site  and  the  board  of  trustees,  after  diligent 
and  careful  search,  selected  the  present  location  in  the  eastern 
central  part  of  the  city,  eighty-four  acres  being  purchased  at  first, 
and  subsequently  thirty-six  additional,  the  whole  costing  $6,000. 
This  land — then  one-half  mile  beyond  the  city  limits,  now  three 
and  one-half  miles  within  the  city  limits — is  now  all  held  by  the 
institution  except  thirty  acres,  part  of  which  was  given  over  to 
the  use  of  the  Indiana  Female  Reformatory  and  part  made  use 
of  by  the  city  in  extending  old  streets  and  opening  new  ones. 
The  balance  of  the  land  now  held,  ninety  acres,  is  valued  at 
$240,000. 

After  securing  the  ground,  the  trustees  turned  their  attention  to 
building,  and  secured  an  increase  of  the  rate  of  taxation.  Money 
sufficient  was  obtained  and  buildings  with  a  capacity  of  160  to 
176  were  at  once  erected,  and  were  ready  for  occupancy  October 
2,  1850.  During  the  school  year  previous  the  number  of  pupils 
in  attendance  was  125,  but  during  the  first  year  in  the  new  build- 
ing the  number  increased  to  141. 

Thus  fairly  started,  the  school  thrived  and  grew.  Divine 
Providence  seemed  to  smile  upon  it  and  its  yearly  course  was  con- 
stantly in  advance.  The  deaf  seeking  admission  grew  in  numbers 
as  the  state's  population  increased,  and  repairs,  alterations  and 
new  buildings  were  added  from  time  to  time  until  now,  in  the 
spring  of  1904,  the  enrollment  of  pupils  is  334,  with  twenty- 
eight  teachers  in  the  literary  department  and  six  in  the  industrial 
department;  with  forty-seven  officers  and  employes;  with  build- 
ings valued  at  $267,000;  and  with  well  equipped  school-rooms, 
shops  for  industrial  training,   museum,   library,   and  art  room. 


EDUCATION  IN  INDIANA.  589 

The  total  number  of  pupils  matriculating  since  October  1,  1844, 
to  the  present  time  is  2,381 — boys  1,366,  girls  1,015. 

No  honors  of  war  to  our  worthies  belong; 
Their  plain  stem  of  life  never  flowered  into  song; 
But  the  fountains  they  opened  still  gush  by  the  way, 
And  the  world  for  their  healing  is  better  today. 

When  the  school  was  first  opened,  it  was  maintained  upon  the 
proceeds  of  a  tax  of  two  mills  upon  each  one  hundred  dollars' 
worth  of  property,  which  was  voted  by  the  general  assembly,  and 
which  was  increased  from  time  to  time  until,  in  1852,  it  yielded 
an  income  of  nearly  $40,000  per  year.  When  the  state  constitu- 
tion was  adopted  in  1851,  the  tax  was  discontinued,  and  the  sup- 
port of  the  institution  was  made  a  direct  charge  upon  the  state 
treasury,  where  it  remains  today.  Article  IX,  section  1,  of  the 
constitution  reads  as  follows :  "It  shall  be  the  duty  of  the  general 
assembly  to  provide,  by  law,  for  the  support  of  the  Institution  for 
the  Education  of  the  Deaf  and  Dumb,  and  of  the  Blind ;  and  also 
for  the  treatment  of  the  insane." 

The  amount  appropriated  by  the  general  assembly  for  main- 
tenance and  repairs  has  varied  from  time  to  time,  but  now 
amounts  to  $Y5,150  annually.  In  the  beginning,  pupils  were 
charged  for  board  and  tuition,  except  they  filed  a  certificate  set- 
ting out  the  fact  of  their  poverty.  This  was  degrading  and 
shameful  and  was  so  considered,  and  in  a  very  short  time,  the 
law  was  changed  and  everything  made  free  to  all  those  too  deaf 
to  be  educated  in  the  common  schools.  And  in  this  liberality 
Indiana  has  the  proud  distinction  of  having  been  the  first  state  in 
the  Union  to  throw  open  her  educational  doors  to  the  deaf,  abso- 
lutely without  cost  to  them.  And  so  it  is  today;  everything  is 
free,  the  state  making  no  charge,  only  requiring  that  pupils  shall 
pay  their  transportation  to  and  fro,  and  furnish  their  own  cloth- 
ing, and  even  where  this  can  not  be  done,  the  state  provides  and 
charges  it  to  the  county  whence  the  pupil  comes. 

The  institution  is  open  to  all  the  deaf  of  the  state  free  of 
charge,  provided  they  are  of  suitable  age  and  capacity,  and  are 
too  deaf  to  be  educated  in  the  common  schools. 

Pupils  are  considered  of  proper  school  age  between  the  years 
of  eight  and  twenty-one,  but  the  admission  of  pupils  between  the 


590  EDUCATION  IN  INDIANA. 

years  of  seventeen  and  twenty-one  depends  upon  circumstances. 
Ko  child  who  is  idiotic  or  feeble-minded  or  who  is  afflicted  with 
sore  eyes,  or  with  a  contagious  or  offensive  disease,  or  who  is  an 
invalid  so  confirmed  as  to  prevent  study,  or  who  is  in  a  badly 
crippled  condition  and  unable  to  go  up  and  down  flights  of  steps, 
or  who  is  unable  to  care  for  self  in  a  general  way,  is  received  as  a 
pupil. 

The  regular  course  of  study  is  so  arranged  as  to  cover  ten 
years,  and  is  divided  into  primary,  intermediate  and  academic 
courses.  The  primary  and  intermediate  courses  embrace  spelling, 
reading,  writing,  drawing,  arithmetic,  geography,  history  and 
grammar.  The  two  courses  are  divided  into  seven  grades,  five 
primary  and  two  intermediate,  and  the  time  required  to  complete 
them  is  seven  years.  The  academic  course  comprises  a  three 
years'  course  of  advanced  primary  and  intermediate  work,  and  of 
other  studies.  In  addition  to  the  above,  a  kindergarten  depart- 
ment, with  two  years'  instruction,  is  provided  for  the  younger  and 
selected  pupils.  The  regular  kindergarten  work  for  hearing- 
speaking  children  is  adapted  to  the  needs  of  the  deaf,  the  second 
year  merging  into  primary  work.  The  number  of  years  a  pupil 
may  remain  in  school  is  regulated  by  a  time  schedule,  and  de- 
pends upon  the  mental  ability,  progress  and  conduct  of  the  pupil 
himself.  He  may  remain  certainly  five  years,  subject  to  condi- 
tions, and  as  much  longer,  up  to  thirteen  years,  as  his  conduct 
and  promotions  from  year  to  year  may  warrant. 

It  is  the  intention  to  render  the  pupils  self-supporting  in 
greater  or  less  degree  after  leaving,  by  requiring  them  to  become 
proficient  in  some  useful  trade  or  occupation,  or  in  the  underlying 
principles  of  several  trades,  while  in  attendance  at  the  institution. 
In  accordance  with  this  design,  all  pupils  are  required  to  labor  a 
portion  of  each  day,  the  girls  performing  the  lighter  kinds  of 
housework,  cooking,  the  various  kinds  of  needlework,  and  dress- 
making and  millinery  in  all  of  their  branches ;  the  boys  at  various 
trades — typesetting,  presswork,  carpentry,  cabinetmaking,  wood- 
turning,  painting,  glazing,  cutting,  fitting,  making  and  the  repair 
of  shoes;  harnessmaking,  tinwork,  baking,  cooking,  floriculture, 
barbering  and  farming.  Pupils  are  assigned  to  one  or  more  of 
these  occupations,  or  others,  as  the  superintendent  may  deem  them 


EDUCATION  IN  INDIANA,  691 

most  fitted  for.  Drawing,  freehand  and  meclianical,  is  taught  to 
aL  pupils  during  the  first  ^lyq  years,  and  in  the  four  higher  grades 
all  girls  and  selected  boys  are  taught  sketching,  designing,  model- 
ing, woodcarving  and  painting  in  oil,  water-colors  and  pastel. 

The  general  system  of  instruction  used  is  known  as  the  Ameri- 
can (combined)  system,  under  which  all  known  methods  and  their 
variations  may  be  used  for  the  attainment  of  an  object  common 
to  all.  Speech  and  speech-reading  are  regarded  as  very  impor- 
tant, but  mental  development,  and  the  acquisition  of  language 
and  general  knowledge,  are  regarded  as  still  more  important.  It 
is  believed  that  with  a  great  many  of  the  new  pupils  now  entering, 
the  necessary  mental  development  and  acquisition  of  language  and 
general  knowledge  may  be  as  well  attained  by  the  oral  method, 
which  results  in  speech  and  speech-reading,  as  by  the  manual 
method,  which  precludes  this  much-to-be-desired  result.  So  far 
as  circumstances  permit,  such  method  (or  methods)  is  chosen  for 
each  pupil  as  seems  best  adapted  to  his  needs  and  capacity  after 
thorough  trial.  In  short,  the  rule  is,  any  method  for  good  results 
— all  methods,  and  Avedded  to  none.* 

Mr.  Willard  served  as  principal  two  years,  being  succeeded  in 
1846  by  James  S.  Brown  with  the  title  of  superintendent,  Mr. 
Willard  continuing  his  connection  with  the  school,  however,  as  an 
instructor  for  twenty  years.  In  1852,  Mr.  Brown  resigning,  the 
Rev.  Thomas  Maclntire  was  appointed  superintendent  and  con- 
tinued as  such  for  twenty-seven  years.  Following  him,  came 
William  Glenn  and  Eli  P.  Baker,  each  serving  five  years  as 
superintendent,  the  latter  resigning  in  July,  1889,  at  which  time 
the  present  incumbent  of  the  ofiice,  Richard  Otto  Johnson,  was 
appointed  after  a  period  of  service  of  nearly  six  years  as  secretary 
of  the  institution.  At  the  present  time,  Mr.  Johnson  is  chairman 
of  the  executive  committee  of  the  American  Conference  of  Super- 
intendents and  Principals  of  Schools  for  the  Deaf,  the  only  mem- 
ber from  the  west  or  south  upon  the  board  of  directors  of  the 
American  Speech  Association,  and  a  member  of  various  other 
national  professional  committees.  He  is  the  first  superintendent 
of  the  institution  of  Indiana  birth. 

The  management  of  the  institution  is  vested  in  a  board  of 
trustees  consisting  of  three  members  appointed  by  the  governor 


592  EDUCATION  IN  INDIANA, 

for  a  term  of  three  years,  so  arranged  that  the  term  of  one  member 
expires  each  year.  This  board  elects  a  superintendent  for  a  term 
of  four  years,  who  by  law  is  authorized  and  directed  to  select  and 
appoint  all  subordinates — officers,  teachers,  attendants,  and  em- 
ployes. The  institution  is  thoroughly  nonpartisan  in  its  govern- 
ment and  merit  alone  controls  its  management  in  every  depart- 
ment. At  the  present  time,  the  trustees  are  Samuel  A.  Bonner  of 
Greensburg,  president ;  William  W.  Ross  of  Evansville,  treasurer ; 
and  William  P.  Herron  of  Crawfordsville,  secretary.  In  this 
connection,  it  may  be  stated  that  during  the  sixty  years'  life  of 
the  institution,  there  have  been  but  one  principal  and  five  super- 
intendents and  fifty  trustees;  and  that  of  the  entire  number  but 
twelve  are  living. 

Long  live  the  good  school!   giving  out  year  by  year 
Recruits  to  true  manhood  and  womanhood  dear: 
Brave  boys,  modest  maidens,  in  beauty  sent  forth, 
The  living  epistles  and  proof  of  its  worth! 

In  and  out  let  the  young  life  as  steadily  flow 
As  in  broad  Narragansett  the  tides  come  and  go; 
And  its  sons  and  its  daughters  in  prairie  and  town 
Remember  its  honor  and  guard  its  renown. 

6.    INDIANA  SCHOOL  FOR  THE  BLIND. 

Early  in  the  year  1844,  James  M.  Ray,  of  Indianapolis,  Avhile 
on  a  visit  to  Louisville,  Ky.,  was  invited  to  attend  exercises  at  the 
institution  for  the  blind  at  that  place.  What  he  saw  and  heard 
convinced  him  that  equal  facilities  should  be  offered  the  blind 
children  of  his  own  state.  Upon  his  invitation,  the  superintend- 
ent and  a  number  of  the  pupils  of  the  Kentucky  institution  came 
to  Indianapolis  and  gave  an  exhibition  before  the  succeeding 
session  of  the  legislature.  Soon  after  an  act  was  passed  levying 
a  tax  of  two  (2)  mills  on  each  $100  of  the  taxable  property  for 
the  purpose  of  sending  the  blind  of  this  state  to  the  schools  for 
the  blind  in  Ohio  and  Kentucky  until  a  school  could  be  estab- 
lished in  this  state  for  their  education.  A  little  later  James  M. 
Ray,  Geo.  W.  Mears,  the  auditor  of  state  and  the  state  treasurer 
were  constituted  a  board  to  superintend  the  use  of  the  funds 
raised  from  this  tax.  This  board  advertised  in  numerous  papers 
for  pupils.     It  sent  circulars  to  all  the  known  persons  eligible, 


EDUCATION  IN  INDIANA.  593 

and  employed  William  H.  Churchman  to  search  for  blind  pupils 
of  the  proper  age.  By  these  means  a  number  of  blind  children 
were  found  and  sent  to  Ohio  and  Kentucky  to  receive  their  edu- 
cation. 

In  1846  the  general  assembly  passed  an  act  appropriating 
$5,000  to  found  a  state  school.  The  tax  was  also  raised  to  1  cent 
on  each  $100  for  its  support.  Calvin  Fletcher,  Geo.  W.  Mears 
and  eTames  M.  Ray  were  named  a  board  of  trustees. 

By  an  act  (December  5,  1848,)  this  school  was  to  be  free  to  all 
proper  persons.  The  trustees  by  this  act  were  to  be  absolute 
judges  of  those  who  were  "proper"  persons  to  be  admitted.  Soon 
the  board  purchased,  for  $5,000,  the  eight-acre  tract  on  which 
the  present  institution  now  stands.  October  1,  1847,  the  state 
pupils  having  been  recalled  from  Ohio  and  Kentucky,  the  Indi- 
ana institution  was  opened  in  a  rented  building.  Nine  pupils 
were  present  at  the  opening.  The  enrollment  at  the  close  of  the 
first  year  was  twenty-five. 

During  the  summer  of  1848,  a  three-story  brick  building  (the 
present  shop  for  boys)  was  erected,  at  a  cost  of  $5,000,  on  the 
grounds  previously  purchased,  and  in  the  fall  the  school  was 
opened  in  this  building.  The  building  now  known  as  the  old 
building  was  commenced  in  1850  and  completed  and  occupied  by 
the  school  in  1853.  The  building  complete  cost  a  little  over 
$112,000. 

On  the  recommendation  of  the  governor,  the  general  assembly 
changed  the  plans  of  supporting  state  institutions  from  a  special 
tax  to  direct  appropriations,  and  also  reorganized  the  boards  on 
aocount  of  mismanagement,  and  made  the  new  one  for  the  Blind 
Institute  consist  of  six  members.  By  an  act  of  the  legislature  in 
1859,  the  board  was  again  reorganized  and  made  to  consist  of 
two  members  and  a  president,  common  to  the  board  of  the  blind 
and  deaf  schools  and  the  insane  hospital. 

The  industrial  department,  which  was  organized  early  in  the 
history  of  the  blind  school,  was  operated  on  the  contract  system 
until  1895,  when  it  was  made  a  part  of  the  institution  work  and 
supported  and  controlled  as  other  departments. 

In  1889  an  appropriation  of  $45,000  was  made  for  an  addi- 
tion to  the  building  constructed  in  1850.      Since  that  time,  no 

38— Education. 


594  EDUCATION  IN  INDIANA. 

special  appropriations  have  been  made  except  for  tlie  greenhouse, 
which  is  now  in  use. 

The  buiklings  now  on  the  ground  are  six  in  number  and  in  fair 
condition.  The  main  building  is  well  constructed  and  externally 
presents  an  imposing  and  pleasing  appearance,  but  is  internally 
unfitted  for  the  purpose  for  which  it  is  used. 

The  literary  department  is  well  equipped  with  books,  maps, 
globes,  typewriters  and  smaller  supplies. 

The  music  department  is  supplied  with  good  pianos,  a  new 
pipe  organ,  horns,  violins,  mandolins,  music  printing  machines, 
etc. 

The  industrial  department  has  a  complete  line  of  modern  ma- 
chines for  broom  making,  and  instruments  for  piano  tuning  and 
chair  caning. 

There  are  fourteen  members  of  the  faculty,  and  four  trustees. 
George  S.  Wilson  is  the  present  superintendent. 

c.    INDIANA  SCHOOL  FOR  FEEBLE-MINDED  YOUTH. 

The  school  for  feeble-minded  youth  began  in  1870  as  an  adjunct 
to  the  Indiana  Soldiers'  and  Sailors'  Orphans'  Home,  located  at 
Knightstown,  Indiana,  its  first  name  being  ^'The  Asylum  for 
Feeble-Minded  Children." 

Tn  the  year  1879  the  legislature,  by  an  act,  provided  for  the 
state  care  of  feeble-minded  children,  requiring  that  arrangements 
be  completed  for  the  admission  of  this  class  of  defectives  not  later 
than  November  1st  of  that  year.  It  continued  as  a  department  of 
the  S.  &  S.  O.  Home  until  1887,  when  the  legislature  gave  the 
institi^tion  an  independent  existence,  changed  its  name  to  "Indi- 
ana School  for  Feeble-Minded  Youth,"  appropriated  $10,000 
for  the  purchase  of  land  "at  or  near  the  city  of  Fort  Wayne"  and 
appropriated  e$40,000  for  buildings  thereon,  authorized  the  trus- 
tees to  rent  temporary  premises  and  to  take  immediate  charge  of 
the  feeble-minded  children  then  at  the  asylum.  According  to  the 
records  only  50  such  children-  were  enrolled  at  the  close  of  the 
fiscal  year  1886. 

By  the  legislative  act  of  1887,  the  purpose  of  the  institution 
was  clearly  defined,  provisions  being  made  for  the  care,  support 
and  training  of  feeble-minded  children,  the  term  feeble-minded  to 


EDUCATION  IN  INDIANA,  695 

include  idiotic,  epileptic  and  paralytic  children.  It  also  pro- 
vided for  the  separation  of  the  different  grades,  one  department 
to  be  known  as  industrial,  the  other  custodial;  the  industrial  de- 
partment to  be  for  feeble-minded  children  who  were  capable  of 
taking  on  the  rudiments  of  a  common  school  education;  the  cus- 
todial department  to  be  an  asylum  for  low  grade  feeble-minded, 
idiotic  and  epileptic  children.  The  age  limit  was  fixed  at  from 
six  to  eighteen  years. 

By  a  recent  act  of  the  legislature  no  child  can  be  received  into 
the  industrial  department  of  the  institution  who  is  over  sixteen 
years  of  age  at  the  time  application  is  made,  provisions,  however, 
have  been  made  for  the  admission  of  women  of  child-bearing  age, 
between  the  ages  of  sixteen  and  forty-five  years. 

The  law  requires  parents  or  guardians  of  all  children  under 
sixteen  years  of  age  to  pay  $150  per  annum  for  their  support, 
provided  they  are  financially  able  to  do  so,  if  unable  to  pay 
this  amount,  then  the  county  commissioners  of  the  county  from 
whence  the  pupil  comes  decides  how  much,  if  anything  at  all, 
shall  be  paid.  If  the  parent  or  guardian  is  unable  to  contribute 
towards  the  pupil's  support,  such  pupil  is  received  as  a  state 
charge,  entitled  to  all  the  privileges  and  benefits  of  the  institution. 

The  executive  management  of  the  institution  is  vested  in  the 
superintendent,  who  must  be  an  expert  in  the  care  and  training 
of  feeble-minded  children.  He  employs  all  other  officers  and 
employes  and  is  responsible  to  the  board  of  trustees  for  his  acts. 

The  general  charge  and  management  of  the  institution  is  en- 
trusted to  a  board  of  trustees,  consisting  of  three  members  ap- 
pointed for  a  term  of  four  years  by  the  governor,  and  may  be 
removed  for  cause,  one  member  of  the  board  to  be  a  woman. 

The  educational  department  is  under  the  direction  of  a  prin- 
cipal, who  is  assisted  by  eleven  special  instructors,  trained  in  the 
education  of  feeble-minded  children.  Range  of  studies  include 
those  of  the  common  school  to  the  fourth  grade,  inclusive. 

Other  employes  necessary  to  carry  on  the  work  of  the  institu- 
tion, including  attendants,  domestics,  mechanics  and  laborers, 
number  125. 

The  present  valuation  of  grounds,  buildings  and  all  other 
equipment  is,  $550,000, 


696  EDUCATION  IN  INDIANA. 

The  enrollment  on  E'ovember  1,  1903,  was:  Boys,  512;  girls, 
445 ;  adult  females,  91.     Total,  1,048. 

Of  this  number  269  are  epileptics. 

The  institution  is  supported  by  the  state,  fixed  amounts  being 
allowed  by  the  legislature  for  maintenance  and  other  specific 
purposes.  Maintenance  appropriation  for  the  biennial  period 
ending  October  31,  1904,  being  $100,000  per  annum,  based  upon 
an  average  attendance  of  800  inmates,  with  an  additional  allow- 
ance of  $110  per  annum  for  each  person  over  that  number. 

d.    INDIANA  SOLDIERS'  AND  SAILORS'  ORPHANS'  HOME. 

The  site  of  this  institution  was  known  for  many  years  before  the 
civil  war  as  the  "Knightstown  Springs."  It  was  visited  as  a 
health  resort  on  account  of  the  many  mineral  springs  supposed,  at 
least,  to  possess  healing  properties.  The  fame  the  location  then 
boasted  only  served  to  attract  public  attention  until  such  time  as 
its  healthful  location  and  its  springs  of  pure  water  would  be 
needed  for  a  greater  purpose. 

As  early  as  the  summer  of  1865,  a  committee  was  appointed  by 
some  of  the  leading  citizens  of  Indianapolis,  to  make  choice  of  a 
site  for  a  soldier's  home.  After  careful  canvass  of  the  state,  the 
"Knightstown  Springs"  received  first  choice,  and  the  old  hotel, 
with  a  tract  of  54  acres  of  land,  was  purchased  by  private  dona- 
tions. The  place  was  immediately  fitted  up  for  the  purpose.  The 
directors  soon  found  that  they  could  not  rely  upon  voluntary  con- 
tributions to  meet  necessary  expenses  and  the  property  passed  into 
the  hands  of  the  state  and  was  placed  in  the  care  of  officers  ap- 
pointed by  the  legislature.  In  March,  1867,  the  Home  for  Dis- 
abled Soldiers,  became  an  institution  for  the  maintenance  not 
only  of  disabled  soldiers  and  seamen,  but  also  of  their  widows 
and  orphans. 

There  were  advocates  of  a  separate  home  for  orphans,  but  it 
was  feared  that  it  might  prove  too  great  an  undertaking  at  that 
time.  . 

^Nevertheless,  Mr.  George  Merritt,  of  Indianapolis,  an  advocate 
of  a  separate  home  for  the  orphans,  provided  a  small  building 
near  the  present  site  of  Lincoln  hall,  and  across  the  road  from  the 
Soldiers'   Home,   in  which  ten   soldiers'   orphan   children   were 


EDUCATION  IN  INDIANA.  697 

placed  under  the  care  of  Susan  Fussell,  a  lady  well  qualified  for 
the  task.  She  began  her  work  here  in  April,  1866.  Here  Miss 
Fussell  lived  for  ten  years,  with  her  charge  of  ten  orphans,  inde- 
pendent of  the  state  home,  except  that  they  attended  the  school 
established  by  the  state  for  such  children  as  occupied  the  Soldiers' 
Home.  Miss  Fussell,  with  her  little  family  of  ten  orphan  chil- 
dren, is  the  beginning  of  the  Soldiers'  and  Sailors'  Orphans' 
Home  of  the  present. 

In  a  short  time,  the  number  of  admissions  to  the  Soldiers' 
Home  was  so  great  that  more  room  was  required,  and  five  acres 
of  ground  east  of  the  road,  and  directly  opposite  the  Soldiers' 
Home,  were  purchased  and  a  new  and  commodious  building 
erected  thereon.  To  this  building  the  old  soldiers  were  trans- 
ferred and  the  children  were  left  in  the  ^'hotel  home." 

In  1870,  however,  the  children  so  far  outnumbered  the  soldiers 
that  they  exchanged  quarters,  the  children  taking  the  new  home, 
and  the  soldiers  returned  to  the  hotel.  Early  on  Christmas  morn- 
ing, 1871,  the  hotel  home  was  burned,  and  soon  thereafter  the 
soldiers  were  removed  to  the  IN'ational  Military  Home,  at  Dayton, 
Ohio.  This  left  the  orphans  in  full  possession,  until,  in  1879,  an 
asylum  for  feeble-minded  children  was  attached  to  the  institution. 
This  arrangement  continued  until  the  legislature  of  1887,  sep- 
arated them,  sending  the  feeble-minded  children.  May  17,  to 
Fort  Wayne,  leaving  the  orphans  sole  possessors  of  the  ground 
again,  which  arrangement  has  continued  ever  since. 

The  home  has  been  twice  burned.  First  on  the  8th  of  Septem- 
ber, 1877,  and  again  on  July  26,  1886.  There  was  no  loss  of  life 
on  either  occasion,  and  with  commendable  promptness  the  trustees 
rebuilt.  The  foundation  of  the  present  administration  building 
was  laid  on  E'ovember  17,  1886.  A  new  and  commodious  school 
building  was  completed  in  January,  and  on  the  6th  day  of  Feb- 
ruary, 1888,  was  occupied  by  the  children. 

From  this  date,  the  educational  development  of  the  children 
placed  in  this  home,  began  to  be  reckoned  the  chief  purpose  of 
their  stay  here.  A  course  of  study  was  arranged,  corresponding 
with  the  public  schools  of  the  state  at  large ;  the  departments  well 
equipped  with  necessary  facilities,  and  the  greatest  care  taken  in 
the  selection  of  teachers.     Under  the  law,  all  children  over  13 


598  EDUCATION  IN  INDIANA. 

years  of  age,  attend  school  half  of  the  day  and  work  at  some  in- 
dustrial trade  the  other  half. 

The  course  of  study  embraces  all  grades  beginning  with  the 
kindergarten  up  to  and  including  the  ninth  grade  of  the  public 
school  course. 

The  board  of  trustees  of  the  homes  is  composed  of  two  men, 
one  from  each  of  the  leading  political  parties,  and  one  woman. 
They  are  appointed  by  the  governor,  for  the  term  of  four  years. 

The  number  of  children  in  the  home  October  31,  1903,  is  as 
follows:    Boys,  342;  girls,  231.     Total,  573. 

The  institution  is  supported  by  appropriations  made  by  the 
legislature. 

e.    INDIANA  BOYS'  SCHOOL. 

The  Indiana  Reform  School  for  Boys  was  established  by  an  act 
of  the  forty-fifth  regular  session  of  the  general  assembly,  which 
convened  January  10,  1867. 

Governor  Conrad  Baker  appointed  as  the  first  commissioners, 
Chas.  F.  Coffin,  Richmond,  Ind.,  Alexander  C.  Downey,  Rising 
Sun,  Ind.,  and  Joseph  Orr,  Fort  Wayne,  Ind. 

The  general  assembly  empowered  Governor  Baker  to  select  a 
site  for  the  said  institution.  Exercising  this  right,  he  purchased 
the  present  site  from  Robert  Downard  and  John  Lawrence  of 
Plainfield,  for  the  sum  of  twelve  thousand  dollars  ($12,000). 

The  farm  at  that  time  consisted  of  225  acres  beautifully  situ- 
ated on  a  bluff  of  White  Lick  creek,  nearly  a  mile  southwest  of  the 
village  of  Plainfield,  Hendricks  county.  The  institution  is  of 
easy  access  by  way  of  the  E'ational  gravel  road,  Vandalia  rail- 
road and  the  Indianapolis  &  Plainfield  Traction  railroad. 

Frank  B.  Ainsworth  was  chosen  first  superintendent,  his  term 
dating  from  August  28,  1867,  to  April  1,  1876.  He  was  suc- 
ceeded by  James  O'Brien,  who  served  until  April  1,  1880,  when 
Thomas  J.  Charlton  was  appointed.  Mr.  Charlton  served  twenty- 
one  years  and  was  succeeded  by  the  present  superintendent, 
Eugene  E.  York,  April  1,  1901. 

The  school  has  made  steady  growth  from  its  inception.  Owing 
to  this  gradual  growth,  the  general  assembly  of  1895,  by  petition 
from  the  board  and  superintendent,  passed  an  act  authorizing  the 
board  of  control  to  purchase  additional  land.     Complying  with 


EDUCATION  IN  INDIANA.  599 

said  act,  tliey  purcliased  195  acres  adjoining  the  original  tract  on 
the  southwest,  of  E.  C.  Crawford,  for  nine  thousand  six  hundred 
dollars  ($9,600). 

The  board,  noting  a  continued  growth  of  the  institution,  made  a 
similar  request  of  the  general  assembly  of  1903  for  an  appropria- 
tion to  purchase  additional  land  for  gardening  purposes.  The 
legislature  appropriated  $6,0Y3.75,  with  which  4Y|  acres  of  land 
in  the  Big  White  Lick  river  bottom,  adjoining  the  farm  on  the 
southeast,  was  purchased,  making  the  institution  farm  consist  of 
467f  acres,  of  which  803  acres  are  under  direct  cultivation. 

The  school  was  opened  for  admission  January  1,  1868,  since 
which  time  5,616  boys  have  been  admitted  to  its  charge.  Of  this 
number  5,040  have  been  paroled,  many  filling  useful  and  honor- 
able positions  in  society  all  over  the  country. 

In  1883  the  law  governing  the  school  was  radically  and  care- 
fully revised  so  as  to  embody  the  result  of  experience  in  such 
work.  At  this  time  the  House  of  Refuge  was  changed  to  the  Indi- 
ana Reform  School  for  Boys. 

The  general  assembly  at  its  last  session  passed  senate  bill  l^o. 
56,  changing  the  name  of  the  institution  from  Indiana  Reform 
School  for  Boys  to  the  Indiana  Boys'  School,  so  that  any  possible 
hindrance  to  a  boy's  advancement  that  would  perhaps  be  found  in 
a  name  and  his  having  at  one  time  been  an  inmate  of  the  Reform 
School,  has  been  removed,  but  the  work  under  the  new  name  with 
and  for  and  in  behalf  of  the  boys  is  the  same  as  before.  Its  pur- 
poses being  by  strict  discipline  and  mental  and  moral  training  to 
teach  a  boy  the  great  lesson  of  life  under  law,  that  as  he  conducts 
himself  so  will  he  be  treated. 

The  Indiana  boys'  school  is  a  farm  and  an  industrial  village 
with  many  industries  in  progress,  with  a  school,  a  chapel,  a  hos- 
pital, printing  office  and  various  shops.  The  buildings  in  this 
village  are  heated  by  steam  and  lighted  by  gas  and  electricity. 
All  work  on  the  farm  and  in  the  village  is  carried  on  by  the  boys 
themselves  under  the  direction  of  competent  instructors. 

This  village  has  over  forty-nine  buildings,  and  with  but  two 
exceptions  the  brick  with  which  they  were  built  were  made  by  the 
boys  and  laid  in  the  walls  by  them.  The  total  valuation  of  these 
buildings  at  present  amount  to  $125,635. 


600  EDUCATION  IN  INDIANA. 

The  officers  of  the  institution  consist  of  the  board  of  trustees, 
appointed  by  the  governor  for  a  term  of  four  years.  The  present 
board  of  commissioners  are  W.  C.  Vauxirsdel,  Indianapolis,  Ind., 
whose  term  expires  March  1,  1905 ;  W.  C.  Ball,  Terre  Haute, 
Ind.,  and  Joseph  B.  Homan,  Danville,  Ind.,  v^hose  terms  expire 
March  1,  1907 ;  and  the  remaining  officers  are  superintendent, 
matron,  assistant  superintendent,  clerk,  chaplain,  physician,  as- 
sistant clerk  and  stenographer.  The  teaching  faculty  is  composed 
of  ^YQ  teachers  who  have  charge  of  the  school  work.  In  addition 
to  the  officers  and  teaching  faculty  there  are  thirty-six  subordi- 
nate officers  in  charge  of  the  manual  training  shops  and  other  de- 
partments. 

The  equipment  consists  of 

Library— 2,600  volumes.     Value  $500. 

Furniture — Library,  schools,  11  family  buildings,  chapel,  old 
administration  building,  new  administration  building,  hospital, 
boys'  dormitory,  miscellaneous.     Value  $10,454.70. 

Apparatus — School  books,  etc.,  boilers,  engine  pumps,  laundry, 
printing,  light,  M.  T.  machinery,  blacksmith  shop,  gas  plant, 
greenhouse,  tools,  garden,  bakery,  shoeshop,  tailor  shop.  Value 
$28,980.50 

Personal  Property — Cows  and  hogs,  horses  and  mules,  wagons 
and  buggies,  farm  implements,  harness.     Value  $3,321. 

Present  enrollment,   592. 

The  institution  derives  its  support  from  the  state.  The  last 
appropriation  made  for  maintenance  on  an  estimated  cost  of 
$120  per  capita,  required  $65,000  per  annum. 

f.    THE  INDIANA  INDUSTRIAL  SCHOOL  FOR  GIRLS. 

The  Indiana  Peformatory  for  Women  and  Girls  was  estab- 
lished by  an  act  of  the  legislature  in  1869,  and  from  the  beginning 
had  what  was  called  the  prison  side,  and  the  reformatory  side. 
In  1899,  the  girls'  department  was  given  a  more  appropriate 
name,  and  the  title  became  "The  Indiana  Industrial  School  for 
Girls  and  Womans  Prison."  They  were  placed  under  one  man- 
agement, but  in  so  far  as  was  possible,  while  both  remained  under 
the  same  roof,  they  are  kept  separate.  Since  the  school  was  estab- 
lished, there  have  been  received  1,399  girls.     There  are  now  under 


EDUCATION  IN  INDIANA.  •  601 

two  liiindred  and  fifteen  girls.  The  work  done  in  the  industrial 
school  is  of  two  kinds.  One  half  of  the  girls  are  engaged  in 
industrial  work,  while  the  other  half  are  doing  what  is  usually 
comprehended  under  the  term  school  work.  These  divisions  alter- 
nate morning  and  afternoon,  so  that  both  kinds  of  work  are  in 
progress  at  the  same  time.  The  school  work  is  very  similar  to  that 
which  is  done  in  the  public  schools,  from  the  fourth  to  the  eighth 
grade.  In  general,  the  work  done  in  this  school  is  very  commend- 
able, and  the  specimens  of  composition  and  penmanship  and  other 
evidences  of  what  is  accomplished,  will  compare  favorably  with 
those  of  like  kind  from  other  schools.  What  may  be  called 
domestic  industries  are  carefully  taught  in  a  number  of  different 
departments.  The  girls  are  taught  laundry  work  in  the  best  man- 
ner. There  is  a  scientific  kitchen  where  a  small  class  is  taught 
cooking  in  the  most  approved  scientific  method.  Plain  cooking 
is  taught  as  well  as  the  situation  and  appliances  will  allow.  Gen- 
eral housework,  including  the  care  of  the  dormitories  and  bath- 
rooms, ,has  its  place  also.  The  girls  are  taught  to  cut  and  fit 
dresses  and  other  garments  by  the  simplest  and  most  practical 
system.  They  are  taught  all  kinds  of  plain  sewing,  hemstitching, 
crocheting,  lace  knitting,  canning,  basketry,  bead  work,  and  em- 
broidery. 

The  institution  is  under  a  board  of  managers  consisting  of 
three  women  appointed  by  the  governor  for  a  term  of  four  years, 
who  are  charged  with  the  general  management  of  affairs. 

Present  enrollment,  215. 

The  institution  is  supported  by  the  state  by  an  appropriation 
made  by  the  legislature  on  a  per  capita  basis. 

g.    INDIANA  REFORMATORY. 

The  purpose  of  the  law  establishing  the  Reformatory  is  that  as 
soon  as  the  present  contracts  expire  provision  will  be  made  in  this 
institution  for  a  thorough  training  of  each  and  every  inmate  in 
the  common  branches;  also  in  some  trade,  industry  or  handicraft 
and  to  offer  such  rewards  as  will  enable  the  inmate  upon  his  re- 
lease to  more  surely  earn  his  own  support,  and  make  him  a  more 
self-reliant  and  self-supporting  citizen.  For  this  purpose  it  is  the 
duty  of  the  management  to  maintain  common  schools  and  trade 


602  .  EDUCATION  IN  INDIANA. 

schools  in  said  institution  and  make  all  needful  rules  and  regula- 
tions for  the  government  of  same,  and  do  such  other  things  as  are 
necessary  to  accomplish  such  results.  The  present  contracts  of 
institution  will  not  expire  until  July,  1906.  After  that  date, 
this  institution  will  be  conducted  along  lines  indicated  above. 

At  the  present  time  all  the  illiterates  that  come  to  this  institu- 
tion are  given  special  instruction  up  to  the  sixth  grade.  There 
are  now  about  150  of  those  who  are  most  in  need  of  such  instruc- 
tion. There  are  ten  trade  schools,  in  which  101  boys  are  em- 
ployed ;  in  the  engineering  and  electrical  department  18 ;  in  the 
tailoring  department  19 ;  in  the  printing  department  8 ;  in  the 
brickmasons^  department  3 ;  in  the  blacksmiths'  department  2 ;  in 
the  carpenters'  department  7 ;  in  the  painters'  department  8 ;  in 
the  tinners'  department  4,  and  in  the  baking  department  6.  In 
each  of  these  departments  there  is  a  man  who  is  thoroughly  com- 
petent to  instruct  these  boys  in  the  practical  workings  of  the 
trades.  Text-books  are  supplied  so  that  during  the  hours  when 
they  have  no  other  work  the  boys  may  study  the  theory  of  their 
trades.  There  are  three  instructors  in  the  institution,  which  has 
capacity  and  equipment  for  200  pupils  daily.  It  is  the  purpose 
to  give  these  boys  thorough  training  along  these  lines,  so  that  when 
they  are  paroled  or  released  from  the  institution  they  can  carry 
with  them  certificates  showing  that  they  are  able  to  make  certain 
wages  in  the  trade  in  which  they  have  been  instructed. 

The  compulsory  education  law  in  Indiana  needs  to  be  more 
rigidly  enforced.  Young  men  are  often  received  in  this  institution 
between  the  ages  of  sixteen  and  thirty  who  can  neither  read  nor 
write.  This  should  not  be  possible  in  a  state  where  the  opportuni- 
ties for  an  education  are  as  great  as  they  are  in  Indiana.  These 
young  men  when  placed  in  school  here  show  willingness  to  learn 
to  read  and  write.  The  average  young  man  can  complete  a  grade 
in  from  three  to  four  months.  In  this  institution  about  15  per 
cent,  of  the  boys  that  are  admitted  can  neither  read  nor  write; 
50  per  cent,  have  never  reached  higher  than  the  second  grade ;  30 
per  cent,  possibly  have  reached  the  third,  fourth  or  fifth  grades; 
while  but  5  per  cent,  have  ever  received  high  school  instruction. 
This  alone  is  an  object  lesson  that  there  should  be  compulsory 
education. 


EDUCATION  IN  INDIANA.  603 

There  is  nothing  that  will  tend  so  much  to  keep  young  men 
from  becoming  inmates  of  institutions  of  this  character  as  educa- 
tion. !N'ot  only  should  they  have  education  as  they  find  it  in  the 
text-books,  but  there  should  be  established  wherever  possible  in 
our  schools  manual  training  and  classes  in  agriculture. 

If  the  people  of  this  state,  as  well  as  other  states,  would  spend 
more  money  in  kindergarten  schools,  and  would  take  the  boy  and 
girl  from  the  slums  and  the  streets  and  put  them  into  such  schools, 
and  follow  them  on  into  the  public  schools,  until  they  bloom  into 
manhood  and  womanhood,  the  good  results  would  be  seen  from 
this  work  in  a  generation  from  now  by  the  population  of  our 
prisons  and  reformatories  diminishing. 

Every  teacher  should  report  to  the  local  charity  organization, 
or  direct  to  the  secretary  of  the  board  of  state  charities,  any  case 
of  neglected  childhood  coming  under  the  teacher's  observation.  If 
parents  and  guardians  can  not,  or  will  not,  insure  proper  schooling, 
nourishment  and  protection  to  the  children  in  their  charge,  the 
state  must  see  to  it  that  these  necessities  of  life  are  provided.  It 
would  be  well  for  the  members  of  the  charity  organizations,  both 
state  and  county,  to  be  urged  to  approach  all  teachers  in  their 
various  districts,  insuring  that  interest  in  the  neglected  children 
be  encouraged. 

Reformatories  and  prisons  are  only  repair  shops;  hence  the 
greatest  good  that  can  be  accomplished  by  the  people  of  the  state 
is  by  adopting  such  methods  along  lines  of  education  as  will  bring 
about  the  correct  rearing  of  the  child.  Then,  if  the  child  should 
be  so  unfortunate  as  to  make  a  misstep  and  be  committed  to  a 
reformatory,  all  methods  used  in  the  institution  should  be  along 
lines  to  build  up  the  boy  physically,  mentally  and  morally,  and 
not  to  turn  him  over  to  the  mercies  of  the  contractor,  who  under 
his  system  will  naturally  tear  down  the  very  principles  that  we 
are  seeking  to  build  up.  Hence,  the  need  of  free  school  books 
and  compulsory  education  before  the  child  comes  to  such  an  insti- 
tution; then  the  need  of  more  schools,  more  trade  schools  and 
more  teaching  along  moral  lines  after  the  boy  is  committed  to 
such  institution. 

The  aim  of  the  department  of  schools  in  institutions  such  as  the 
Indiana  Reformatory  is  to  give  every  inmate  the  power  to  read 


604  EDUCATION  IN  INDIANA. 

and  write  and  to  think  and  reason  for  himself.  The  benefits 
resulting  from  the  work  of  the  schools  in  an  institution  of  this 
kind  are  incalculable,  reaching  far  beyond  mere  progress  in  a 
text  book  and  affecting  the  entire  future  life  of  the  inmate.  His 
reasoning  faculties  are  developed  and  all  the  powers  of  his  mind 
are  disciplined  and  enlarged,  arousing  within  him  an  apprecia- 
tion of  the  value  of  knowledge. 

The  institution  is  supported  by  appropriation  from  the  legis- 
lature. 


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